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Worldview awareness and adult education /

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dc.contributor.author Maukonen, Bret. en_US
dc.date.accessioned 2009-07-14T19:41:57Z
dc.date.available 2009-07-14T19:41:57Z
dc.date.issued 2001-07-14T19:41:57Z
dc.identifier.uri http://hdl.handle.net/10464/2323
dc.description.abstract This 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject Adult education. en_US
dc.subject Adult education en_US
dc.subject Adult education teachers. en_US
dc.title Worldview awareness and adult education / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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