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dc.contributor.authorMaukonen, Bret.en_US
dc.date.accessioned2009-07-14T19:41:57Z
dc.date.available2009-07-14T19:41:57Z
dc.date.issued2001-07-14T19:41:57Z
dc.identifier.urihttp://hdl.handle.net/10464/2323
dc.description.abstractThis research derived data from two sets of interviews with 18 participants who were involved in adult education in either a community college or a university. The purpose was to explore their worldview awareness. Through the interviews, the participants shared their understanding of worldview as a term and concept and as something that might be seen to apply in their practice of teaching. The responses indicated that there are three kinds of awareness (noetic, experiential, and integrative) which appeared to develop upon a landscape of constraints and opportunities. Constraints were seen to fall into the 5 broad categories of institutional, circumstantial, self-imposed, other-imposed, and discipline-related constraints. Opportunities for developing awareness were linked to individual experiences and could occur to different extents in many directions, on different occasions, and in different phases of life. Through this research, and in spite of the prevalence of worldview in the human experience, it was foimd that the term and concept have remained on the margins of educational discourse. Consequently, theory, research, and practice have been deprived of a useful and usable concept.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectAdult education.en_US
dc.subjectAdult educationen_US
dc.subjectAdult education teachers.en_US
dc.titleWorldview awareness and adult education /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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