Enhanced descriptions from Syndetics:

In this updated landmark book, the authors have gathered the seminal work and most current thinking on adult learning into one volume. Learning in Adulthood addresses a wide range of topics including: Who are adult learners? How do adults learn? Why are adults involved in learning activities? How does the social context shape the learning that adults are engaged in? How does aging affect learning ability?

Table of contents provided by Syndetics

• Preface (p. ix)
• The Authors (p. xv)
• Part 1 Adult Learning in Contemporary Society (p. 1)
• 1 The Social Context of Adult Learning (p. 5)
• 2 Learning Environments and Learning Concepts (p. 27)
• 3 Adult Learners: Who Participates and Why (p. 53)
• Part 2 Adult Learning Theory and Models (p. 79)
• 4 Knowles's Andragogy, and Models of Adult Learning by McClusky, Illeris, and Jarvis (p. 83)
• 5 Self-Directed Learning (p. 105)
• 6 Transformational Learning (p. 130)
• 7 Experience and Learning (p. 159)
• Part 3 Newer Approaches to Adult Learning (p. 187)
• 8 Embodied, Spiritual, and Narrative Learning (p. 189)
• 9 Learning and Knowing: Non-Western Perspectives (p. 217)
• 10 Critical Theory, Postmodern, and Feminist Perspectives (p. 241)
• Part 4 Learning and Development (p. 271)
• 11 Traditional Learning Theories (p. 275)
• 12 Adult Development (p. 298)
• 13 Cognitive Development in Adulthood (p. 325)
• 14 Intelligence and Aging (p. 359)
• 15 Memory, Cognition, and the Brain (p. 391)
• 16 Reflections on Learning in Adulthood (p. 421)
• References (p. 439)
• Name Index (p. 504)
• Subject Index (p. 517)

Reviews provided by Syndetics

CHOICE Review

A survey of the rapidly growing body of adult education literature by two recognized scholars. Merriam and Caffarella provide a much needed update to K. Patricia Cross 's Adults as Learners (1981) in assessing the current state of knowledge and theory-building in the field. Although they draw on some research that Cross used, the authors concentrate on the considerable body of knowledge that emerged during the 1980s. Notable areas of attention are cognitive theory, self-directed learning, and sociocultural context. The first three sections cover the three components the authors believe shape the learning experience: the context, the learner, and the learning process. The particular blending of these three elements is what distinguishes learning in adulthood from learning in childhood. The last two sections deal with progress in building a theoretical base and values influencing adult learning. Section and chapter introductions and summaries help the reader integrate the extensive material discussed. A 45-page reference list includes the literature reviewed. An essential volume in adult education, valuable for both novices and experts. Upper-division undergraduates and above.-R. W. Rohfeld, Syracuse University

Author notes provided by Syndetics

THE AUTHORS

Sharan B. Merriam is professor of adult education at the University of Georgia. Merriam's research and writing activities have focused on the foundations of adult education, adult learning, adult development, and qualitative research methods. She has won the Cyril O. Houle Award for Outstanding Literature in Adult Education for three books, including one for Learning in Adulthood .

Rosemary S. Caffarella is professor and chair of the Department of Education in the College of Agriculture and Life Science at Cornell University. Her research and writing activities have focused on adult development and learning, program planning and evaluation, and leadership development. She has authored or coauthored a number of books, including the award- winning Learning in Adulthood .

Lisa M. Baumgartner is an associate professor of adult education at Northern Illinois University, DeKalb. Her research and writing focus on adult learning and development and women's contributions to the field of adult education. She is a recipient of the W.K. Kellogg Foundation's Cyril O. Houle Scholars Research Grant for Emerging Scholars in Adult Education.