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|a 9789463004176
|9 978-94-6300-417-6
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|a 10.1007/978-94-6300-417-6
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|a 370
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|a Borrás, Isabel.
|e author.
|4 aut
|4 http://id.loc.gov/vocabulary/relators/aut
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|a Adult Learning for Self and Relational Growth (ALG)
|h [electronic resource] :
|b An Integrative Developmental Model /
|c by Isabel Borrás.
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| 250 |
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|a 1st ed. 2016.
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| 264 |
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|a Rotterdam :
|b SensePublishers :
|b Imprint: SensePublishers,
|c 2016.
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| 300 |
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|a Approx. 145 p.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a text file
|b PDF
|2 rda
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|a International Issues in Adult Education
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|a Preface -- Acknowledgment -- List of Abbreviations -- Introduction -- Part I: The Adult Learning for Self and Relational Growth Model (ALG) -- ALG Conceptual Model -- Structure -- Iterative Circuitry -- Integrativity -- Model Theoretical Grounds -- Self-Growth Learning -- Relational Growth Learning -- Learning Motivation -- ALG Target Population -- Age Inclusiveness -- Socio-Economic and Cultural Inclusiveness -- Individual and Social Impact of Learning Population Inclusiveness -- Part II: The ALG Model: Instructional Approach -- ALG Instructional Approach: An Introduction -- Learning Objectives -- Learning Contents -- Human Agents -- The “Explorations” Learning Path -- Course Offerings -- Course-Related Considerations -- The “Enrichments” Learning Path -- Knowledge Courses -- Skills Courses -- The “Creations” Learning Path -- Communication Projects -- Social Commitment Projects -- Adult Learning for Growth Centers (ALGCs) -- Facilities -- Operation -- Patronage -- Financing -- Part III: The ALG Model: Recapitulation and Ultimate Considerations -- The ALG Model: Summary -- Part I Summary -- Part II Summary -- Final Thoughts -- Assets -- Limitations -- Is ALG a Utopian Model? -- Appendix 1: Social Dialogue Formats -- Appendix 2: ALGCs Life-Improving Services -- Appendix 3: ALGCs Financing: Sources and Allocation -- References -- Index.
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|a This 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.
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|a Education.
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|a Education, general.
|0 https://scigraph.springernature.com/ontologies/product-market-codes/O00000
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|a SpringerLink (Online service)
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|t Springer Nature eBook
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| 830 |
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|a International Issues in Adult Education
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|u https://doi.org/10.1007/978-94-6300-417-6
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|a ZDB-2-EDA
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|a Education (SpringerNature-41171)
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| 950 |
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|a Education (R0) (SpringerNature-43721)
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