全球比较成人教育学

出版时间：2006-9  出版社：浙江大学  作者：KathleenP.King，  页数：296  

内容概要

书稿由国际一流学者教授写成，这些学者都活跃并任职于美国各大名校的教学和科研岗位。第一部分：第一章阐述了泰国的教育背景和现行的教育体制；第二章叙述了中东和北非的古老教育体制和哲学理论根据，以及正在进行的成人教育改革和现行的教育体制；第三章描写了非洲特殊社会的哲学理论；第四章阐明了埃及的教育发展过程，及埃及与美国的教育到底有多少关系等问题；作为主体的第五章，全面地比较了中国与美国的成人教育理论与实践，这一章为学者们研究东西方教育理论与实践提供了研究基础和方向。第二部分：进一步提供了更严密的国际教育理论，并对不同国家的理论与实践进行了分析，供学者参考。通过阅读全书，读者可以了解成人教育的过去，欣赏其丰富的历史，惊人的成就；同时也可以理解教育的困难、悲剧和挑战。通过阅读全书，读者从而得知每个人、每个国家的教育理论和教育实践在全球都有其一席之地。

作者简介

Judith A. Cochran, Ph.D., is the E. Desmond lee Endowed Professor in Tutorial Education at the University of Missouri, St. Louis. In 2005 she was a Visiting Scholar at the Center for Middle Eastern Studies at the University of Texas, Austin. Dr. Cochran h

书籍目录

PrefaceAcknowledgementsThe EditorsThe ContributorsIntroduction: A Constellation of ExperiencePart HISTORY, PERSPECTIVES AND INSIGHTS  Chapter 1 Adult Education Praxis in Thailand: A Tapestry of Interdependence for Lifelong Learning    1.1 Adult Education Praxis in Thailand    1.2 The Intersection of Andragogy and Buddhism    1.3 Conclusion    References  Chapter 2 The Challenges of Education the Adults of the Middle East and North Africa    2.1 Introduction and History of the Region    2.2 Factors Affecting Educational Policy    2.3 Educational Issues in the MENA States    2.4 Women's Issues of Equality and Access to Education    2.5 Case Study of Adult Education Applications in the Middle East    2.6 Conclusions    References  Chapter 3 Ubuntuism: An African Social Philosophy Relevant to Adult Learning and Workplace Learning    3.1 Introduction    3.2 Why the History of Adult Learning?    3.3 Why the Philosophy of Adult Learning?    3.4 Meaning of Ubuntuism    3.5 The Core Principles of Ubuntuism Worldview      3.6 The Spirituality Principle      3.7 The Relevance of Spirituality Concept to Adult and Workplace Learning    References  Chapter 4 Reactions to Western Educational Practice: Adult Education in Egypt  Chapter 5 Chinese Knowledge Transmitters of Western Learning Facilitators Adult Teaching Methods ComparedPart 2 THEORETICAL BASES  Chapter 6 How Contextually Adapted Philosophies and the Situational Role of Adult Educators Affect Learners' Transformation and Emancipation  Chapter 7 Expanding Our Thinking about Andragogy: Toward the International Foundation for its Research, Theory and Practice Development-A Continuing Research Study  Chapter 8 Pedagogy of the Oppressed  Chapter 9 Exploring Feminist Research and Pedagogy in a Crucible of Tragedy: International Perspectives Creating Meaning and Response  Chapter 10 New Perspectives on Gains in the ABE Classroom: Transformational Learning Results Considered  Chapter 11 Confucius and Mezirow-Understanding Mezirow's Theory of Reflectivity from Confucian Perspectives: A Model and Perspective  Chapter 12 Conclusion: Creating a Global Future of Transformation and Learning Index

章节摘录

　　Narration （with the teacher as narrator） leads the students to memorize mechanically the narrated content. Worse yet， it turns them into “containers，” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles， the better a teacher she is. The more meekly the receptacles permit themselves to be filled， the better students they are.　　Education thus becomes an act of depositing， in which the students are the depositories and the teacher is the depositor. Instead of communicating， the teacher issues communiques and makes deposits which the students patiently receive， memorize， and repeat. This is the “banking” concept of education， in which the scope of action allowed to the students extends only as far as receiving， filing， and storing the deposits. They do， it is true， have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis， it is the people themselves who are filed away through the lack of creativity， transformation， and knowledge in this （at best）misguided system. For apart from inquiry， apart from the praxis， individuals cannot be truly human. Knowledge emerges only through invention and re-invention， through the restless， impatient， continuing， hopeful inquiry human beings pursue in the world， with the world， and with each other.　 In the banking concept of education， knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others， a characteristic of the ideology of oppression， negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute， he justifies his own existence. The students， alienated like the slave in the Hegelian dialectic， accept their ignorance as justifying the teacher's existence but， unlike the slave， they never discover that they educate the teacher.　　The raison detre of libertarian education， on the other hand， lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contra-diction， by reconciling the poles of the contradiction so that both are simultaneously teachers and students.　　……

用户评论 (总计2条)

•   此书汇集了世界成人教育的哲学、历史、理论与实践的精华。全书分为两部分，共12个章节，前一部分讲述了泰国，中东、北非、埃及和中国同美国等国家的比较教育学的比较，为大家研究东西方教育理论与实践提供了研究基础和方向；第二部分：进一步提供了更严密的国际教育理论，并对不同国家的理论与实践进行了分析，供大家参考。通过阅读全书，可以了解成人教育的过去，欣赏其丰富的历史，惊人的成就；同时也可以理解教育的困难、悲剧和挑战。通过阅读全书，读者从而得知每个人、每个国家的教育理论和教育实践在全球都有其一席之地。惟一不便之处就是全英文版的，对英语不好的人来说有些吃力，我也是看了老长一段时间的！不过总体还是不错的
•   这本书很不错，希望能有更多关于教育学的书籍