Learning for Life: Canadian Readings in Adult Education. Sue M. Scott, Bruce Spencer, and Alan M. Thomas (Eds.) (1998). Toronto: Thompson Educational Publishing.
Notice bibliographique
Résumé
This volume presents a broad overview of the field of adult education from a uniquely Canadian perspective, from its historical beginnings as a social movement to the current direction of educational provisions as market-driven consumer goods.Some of the major influences examined are theories (such as transformation) and trends of practices (such as self-directed learning, competency-based education, and prior learning assessment and recognition).This is a welcome addition to the field.It portrays adult education as a field that is continually re-inventing itself; however, the book is limited in that the portrayal it gives has some disturbing exclusions-exclusions that speak to the distance this field has yet to go if it is to ever capture the full meaning of this field's impact in Canada.The text is organized into three main sections that are further divided into two or three parts.In total there are 29 chapters with contributions by 24 researchers and practitioners in adult education.In the first section "Context and Aims," the six chapters trace the vitality, vision, and contribution to democracy of earlier adult education organizations, practitioners, and philosophies as well as the current challenges of professionalization, capitalist restructuring, social justice issues, and postmodern ideas.The second section, "Purposes," is the largest with 14 chapters covering a wide range of concerns such as learning organizations, workplace and labour education, transformation theory, prison education, education for older adults, spiritual dimensions of adult education, and English as a second language.The final section "Challenges and Future Visions" with two parts and six chapters charts developments and concepts such as self-directed and competence-based learning, prior learning assessment, and distance education; it concludes with arguments for what is needed for the future of adult education.Threaded throughout the chapters is a concern with adult learners: what, how, where, and why they learn.These concerns are examined within their historical perspective and also from the perspective of current and future needs.Authors such as Selman and Morin draw attention to paradigm shifts that have had major influence on learners.The traditional emphasis on connections between individuals and their society are abandoned in favour of a market-driven field of practice which has resulted in a focus on meeting the needs of individuals.This shift supports a move away from perceiving learners as producers of information and knowledge to learners as consumers of education.Evidence of this shift is found to a greater extent in formal learning sites and less so in community learning sites-for example with NGOs, where the social action purpose of adult education is seen to be upheld.Attention is drawn to the
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,007 |
| Études des sciences et des technologies | 0,007 | 0,004 |
| Communication savante | 0,005 | 0,003 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».