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007 cr un uuuua
008 190403s2016 gw sb 001 0 eng d
020 _a9789463004176
_q(electronic book)
020 _z9789463004169
_q(print)
024 7 _a10.1007/978-94-6300-417-6
_2DOI
035 _a(OCoLC)945662953
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLC45.3
072 7 _aEDU
_x000000
_2bisacsh
072 7 _aJN
_2bicssc
082 0 4 _a371.04
_223
100 1 _aBorrás, Isabel,
_eauthor.
245 1 0 _aAdult Learning for Self and Relational Growth (ALG) :
_bAn Integrative Developmental Model /
_cIsabel Borrás.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2016.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aInternational Issues in Adult Education;
_vv. 17
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _aPreliminary Material -- Alg Conceptual Model -- Model Theoretical Grounds -- Alg Target Population -- ALG Instructional Approach -- The “Explorations” Learning Path -- The “Enrichments” Learning Path -- The “Creations” Learning Path -- Adult Learning for Growth Centers (ALGCs) -- The ALG Model -- Final Thoughts -- Social Dialogue Formats -- ALGCs Life-Improving Services -- ALGCs Financing -- References -- Index.
506 _aAvailable to subscribing member institutions only.
520 _aThis book describes an adult non-formal learning model, Adult Learning for Self and Relational Growth (ALG) , aimed at promoting adults’ development in autonomy and interdependence , from early adulthood to old age. Grounded on tenets from cognitive psychology, philosophy, sociology, and adult education, the model assumes that human development is propelled by two psychological needs, personal betterment and social belonging, and that the materialization of such development requires on the one hand, the exercise of human thought abilities like reflectivity, generativity, and creativity, and on the other, a milieu enabling such exercise. To address those requirements, the model proposes a conviviality-oriented instructional approach with three learning venues ( Explorations , Enrichments , and Creations ) featuring a variety of illustrative courses and projects. The approach offers adults opportunities to access and share information and knowledge leading to critical reflection on their beliefs and value systems, as well as opportunities to use their creativity and generativity to express their ideas and feelings, and to act for the common good. Attainment of the instructional approach’s objectives, both age-related and general ( Cultivate , Cope and Care ), could help adults achieve a decentralized personalist perspective on development. A perspective that, based on personal valuation and justification of individual growth with and by the growth of others, could result in adults’ greater self-determination, humanness, and capacity for social change. The book also describes and justifies the makeup of the model’s target population and the learning centers suitable for its implementation.
650 0 _aNon-formal education.
650 0 _aAdult education.
650 0 _aSelf-actualization (Psychology)
776 0 8 _iPrint version:
_tAdult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model
_dLeiden, Boston : Brill | Sense, 2016,
_z9789463004169
830 0 _aInternational Issues in Adult Education
_v17.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-417-6
999 _c29319
_d29319