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NEWER APPROACHES TO ADULT LEARNING from Learning in Adulthood: A Comprehensive Guide

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In the more than se ve n ye ars be twe e n the last e dition of Learning in Adulthood and this third e dition,

the re has be e n a burge oning of inte re st both in othe r ways of knowing and le arning, and in applying the

tools of critique and postmode rnism to our more traditional unde rstandings of adult le arning. T hus in this

Part T hre e we have adde d two totally ne w chapte rs. T he first atte mpts to capture the noncognitive

dime nsions of le arning, le arning that is e mbodie d, spiritual, and narrative or “storie d.” T he se cond ne w

chapte r take s us to othe r culture s and syste ms of knowing and le arning, for insights with which we can

augme nt our We ste rn orie ntation to le arning. Although ce rtainly noncognitive and non-We ste rn

unde rstandings of le arning are not at all “ne w” in the world, the ir e me rge nce in our adult le arning

lite rature and practice is re lative ly ne w. T he third chapte r in Part T hre e update s critical, fe minist, and

postmode rn pe rspe ctive s on adult le arning.

Most of our knowle dge of adult le arning is ce nte re d on the mind—that is, cognitive proce sse s re late d to

acquiring, storing, and making me aning of ne w information. But the whole pe rson is always involve d in

le arning, e ve n whe n we think it is just our brain. First discusse d in Chapte r Eight is le arning through the

body, or what is calle d somatic or embodied le arning. T his type of le arning is le arning in an e xpe rie nce

as it occurs, rathe r than from re fle cting on the e xpe rie nce afte r it occurs. T he body actually has

re ce ptors throughout that take in se nsory information. At time s we atte nd to this information be tte r than

at othe rs, as whe n we have a physical, e motional, or “gut” re action to what is transpiring around us. In

this chapte r we also e xplore the notion of spirituality, by its nature difficult to de fine and grasp.

Ne ve rthe le ss, the notion of spirituality and its place in our live s and our le arning has capture d the

atte ntion of not only the popular pre ss but also adult e ducators. What is be ing acknowle dge d is that our

spiritual se lve s he lp de fine who we are , whe the r we are at work, at home , or in a classroom. Finally,

whe the r our le arning is through our mind, our body, our spirit, or some combination of the se , we ofte n

make se nse of this le arning through narrative , through putting it into a story format. We le arn from

“storying” our e xpe rie nce .

Chapte r Nine e xplore s non-We ste rn approache s to le arning. Imme rse d as we are in our own We ste rn

orie ntation to le arning and knowing, an orie ntation that privile ge s cognition, individuality, autonomy, and

inde pe nde nce of thought, we know little about othe r culture s and syste ms of knowing and le arning. In

this chapte r we discuss the value of le arning from othe rs and some ke y conce pts for unde rstanding this

approach. T he n we provide a sampling of five non-We ste rn pe rspe ctive s on le arning: Confucian, Hindu,

Maori, Islamic, and African indige nous knowle dge . We conclude the chapte r by ide ntifying some the me s

common to non-We ste rn and indige nous pe rspe ctive s. Emphasize d are the notions that le arning is

inte rde pe nde nt, communal, holistic, and informal.

T he last chapte r in Part T hre e is title d “Critical T he ory, Post-mode rn, and Fe minist Pe rspe ctive s.” While

some of the work from the se pe rspe ctive s has be e n available for de cade s, it has only be e n since the

e arly 1990s that adult e ducators have thought about how the se ide as might apply to adult le arning and

the practice of adult e ducation today. Unde rlying all thre e of the se approache s is que stioning the way

things are . Each approach, to varying de gre e s, has dire cte d atte ntion to how race , class, and ge nde r

shape the le arning transaction, how powe r and oppre ssion are inhe re nt in the proce ss, and how

knowle dge and truth are construe d de pe nding on the the ore tical frame work. In addition to the se

ge ne ral conce pts, which cut across se ve ral pe rspe ctive s, we look spe cifically at the contributions made

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by e ach of the thre e schools of thought: critical the ory, postmode rnism, and fe minist pe dagogy.

EMBODIED, SPIRIT UAL, AND NARRAT IVE LEARNING

LEARNING AND KNOWING: NON-WEST ERN PERSPECT IVES

CRIT ICAL T HEORY, POST MODERN, AND FEMINIST PERSPECT IVES

2007 by John Wiley & Sons, Inc. All rights reserved.

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APA Ne we r approache s to adult le arning. (2007). In S. B. Me rriam, R. S. Caffare lla, & L. M. Baumgartne r,

Learning in adulthood: a comprehensive guide (3rd e d.). Hoboke n, NJ: Wile y. Re trie ve d from

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Chicago "Ne we r Approache s to Adult Le arning." In Learning in Adulthood: A Comprehensive Guide, by Sharan B.

Me rriam, Rose mary S. Caffare lla, and Lisa M. Baumgartne r. 3rd e d. Wile y, 2007.

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Harvard Ne we r approache s to adult le arning. (2007). In S.B. Me rriam, R.S. Caffare lla & L.M. Baumgartne r,

Learning in adulthood: a comprehensive guide. (3rd e d.). [Online ]. Hoboke n: Wile y. Available from:

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institutionId=4 63 [Acce sse d 28 July 2017].

MLA "Ne we r Approache s to Adult Le arning." Learning in Adulthood: A Comprehensive Guide, Sharan B.

Me rriam, e t al., Wile y, 3rd e dition, 2007. Credo Reference, http://libe zp.lib.lsu.e du/login?

url=http://se arch.cre dore fe re nce .com/conte nt/e ntry/wile yla/ne we r_approache s_to_adult_le arning/0?

institutionId=4 63. Acce sse d 28 Jul 2017.

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