Author Description

Professor Peter Jarvis Has Spent Over 30 Years Researching, Thinking And Writing About Some Of The Key And Enduring Issues In Education. He Has Contributed Well Over 30 Books And 200 Papers And Chapters In Books On Learning Theory, Adult Education And Learning, Continuing Professional Education, Nurse Education, Primary School Education, Distance Education And Third Age Education. In This Book, He Brings Together 19 Key Writings In One Place. Starting With A Specially Written Introduction, Which Gives An Overview Of Peter's Career And Contextualises His Selection Within The Development Of The Field, The Chapters Cover: Learning Learning And Spirituality Learning And Doing Teaching The End Of Modernity Learning In Later Life. This Book Not Only Shows How Peter's Thinking Developed During His Long And Distinguished Career; It Also Gives An Insight Into The Development Of The Fields To Which He Contributed. In The World Library Of Educationalists, International Scholars Themselves Compile Career-long Collections Of What They Judge To Be Their Finest Pieces - Extracts From Books, Key Articles, Salient Research Findings, Major Theoretical And/practical Contributions - So The World Can Read Them In A Single Manageable Volume. Readers Will Be Able To Follow The Themes And Strands Of Their Work And See Their Contribution To The Development Of A Field, As Well As The Development Of The Field Itself. Contributors To The Series Include: Richard Aldrich, Stephen J. Ball, John Elliott, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, David Labaree, John White, E.c. Wragg. Front Cover -- Teaching, Learning And Education In Late Modernity -- Copyright Page -- Contents -- Acknowledgements -- Introduction -- Part 1: Learning -- 1. Learning To Be A Person In Society: Learning To Be Me -- Introduction -- Developing My Understanding Of Human Learning -- Towards A Comprehensive Theory Of Human Learning -- A Person's Lifetime Learning -- Conclusion -- References -- 2. It Is The Person Who Learns -- Dualism -- Monism -- Non-reductive Monism -- Conclusion -- References -- 3. Experience -- Experience As Consciousness -- Experience As Biography -- Experience As Episode/event -- Experience As Expertise -- Concluding Discussion -- References -- 4. Meaning -- Cultural Meaning -- Personal And Subjective Meaning -- Meaning And Learning -- Conclusion -- References -- 5. Being And Having -- The Distinction Between Being And Having -- Being, Having, And Learning -- Education As Having Or Being? -- Conclusion -- References -- Part 2: Learning And Religion/spirituality -- 6. Learning As A Religious Phenomenon? The Paradox Of The Question - Why? -- The Human Condition -- The Birth Of The Self -- Why? -- The Creation Of Order -- Conversion -- Growth And Development -- Utopia -- Molding Humankind -- Conclusion -- References -- 7. The Spiritual Dimension Of Human Learning -- Setting The Scene -- The Spiritual Dimensions Of Human Learning -- Conclusion -- References -- Part 3: Learning And Doing -- 8. Learning To Be An Expert: Competence Development And Expertise -- The Nature Of Knowledge -- The Nature Of Practice -- The Nature Of Human Learning -- Some Implications For Vocational Education -- Conclusion -- References -- 9. Practitioner Research And The Learning Society -- The Idea Of The Learning Society -- Learning And Research -- Practitioner-researchers And The Learning Society -- Democratization Of Research. Research And Scholarship In The Learning Society -- Conclusion -- References -- Part 4: Teaching -- 10. Ethics And Teaching: Exploring The Relationship Between Teacher And Taught -- Teaching And The Stranger: Lecturing -- Teaching And Totalising: Managing The System -- Teaching And Infinity: Sharing And Expanding -- Conclusion -- References -- 11. Teaching: An Art Or A Science (technology)? -- The Concept Of Teaching -- Teaching As A Technology -- The Art Of Teaching -- Conclusion -- References -- 12. Transforming Asian Education Through Open And Distance Learning: Through Thinking -- Human Learning -- Critiques Of Non-reflective Learning In Educational Settings -- Ways Of Thinking -- Some Thoughts About Teaching -- Conclusion -- References -- Part 5: Late Modernity -- 13. The Changing Educational Scene -- Modernity -- Changes In Educational Theory And Practice -- Conclusion -- References -- 14. Infinite Dreams, Infinite Growth, Infinite Learning: The Challenges Of Globalisation In A Finite World -- Infinite Dreams: Religious, Political And Economic Utopias -- Infinite Growth And The Challenges Of Globalisation -- Infinite Learning -- Conclusion -- References -- 15. Beyond The Learning Society: Globalisation And The Moral Imperative For Reflective Social Change -- The Nature Of The Learning Society -- The Nature Of Human Learning -- Omissions From The Learning Society Discourse -- Beyond The Learning Society? -- Conclusion -- References -- 16. The End Of A Sensate Age - What Next? -- The End Of A Sensate Age -- Globalisation And The Emergence Of The Neo-liberal Economic Society -- What Next? -- Conclusion -- References -- 17. Globalisation, Knowledge And The Need For A Revolution In Learning: Can We Really Build A City Of Man? -- Modernity And The City Of Man -- Globalisation -- The Knowledge Economy And The End Of The Modernist Dream. A Revolution In Learning -- Conclusion -- References -- Part 6: Learning In Later Life -- 18. Learning Meaning And Wisdom -- Definition Of Meaning -- The Concept Of Wisdom -- Conclusion -- References -- 19. Learning To Retire -- The Stages Of A Person's Life -- Retirement -- Pre-retirement Education -- Conclusion -- References -- Books, Monographs And Journals -- Index.