Book Review: <i>Seeking Wisdom in Adult Teaching and Learning: An Autoethnographic Inquiry</i> , by W. Fraser
Notice bibliographique
Résumé
In preparing to write this review on Wilma Fraser's book, Seeking Wisdom in Adult Teaching and Learning, I decided to invite one of my graduate students, Elizabeth Tingle, to engage in this process with me.I realized, while reading this book, I was close to the age of the author and I have also lived many of the changes she has experienced as an adult educator, both within the university and at the broader societal level.Indeed, even though I reside on the other side of the Atlantic Ocean here in Canada, I could certainly relate to her stance when she acknowledges that while is she searching for wisdom, "the tone of this narrative is coloured by a profound sense of loss at many levels" (p.141).However, she also indicated that it was important to "collectively inspire hope and courage across our departments and faculties; and to pay particular attention to the metaphors we use in our teaching and learning environments so that we can foster alternative narratives of openness " (p.190).And so, I began to wonder what it would be like to read this book from the perspective of someone who, while having significant experience as a community adult educator, is fairly new to discourses of adult education.In essence, as she stands at the beginning of the road as an academic, what wisdom is she garnering from the author, someone I would associate as being an elder academic?We now turn to Elizabeth and her commentary on Fraser's book.As a first year MA student in adult education, I have more questions than answers.While I have some educational background as a former secondary teacher, the theory and history of the discipline of adult education is new terrain for me.During my first course with Dr. Groen, I was inspired and excited about the field I was joining; I love how expansive, radical, and inclusive adult education can be.Surely, the adult educator is vital in a world where constant learning is needed and celebrated.And yet, this excitement and optimism has been somewhat dimmed as I conclude my first year of coursework and prepare to write my thesis.I have even wondered: Have I entered a dying field?Wilma Fraser, in her autoethnographic inquiry Seeking Wisdom in Adult Teaching and Learning provides the perspective and insight of someone at the opposite end of my current journey.Fraser wrote about her "pilgrimage" (p.11) to seek for wisdom as she retired from the field of adult education, and so takes 889579A EQXXX10.
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 | 0,002 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,004 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,018 | 0,009 |
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 ».