Generative Knowing
Myers Education Press (Verlag)
978-1-9755-0399-4 (ISBN)
Dewey defines learning in terms of experience, reflection, continuity, and interactivity. When learning happens, it eventually solidifies into reliable truths that become a shortcut for taking action or making decisions—thus a habit of learning is formed and becomes rigid.
Generative knowing is an emerging theory of adult learning that seeks the not-yet-foreknown potential that waits to be uncovered in the richness of experience. The book delivers vignettes of different lived experiences of being and becoming, signaling multiple ways in which a person shapes and transcends traditional conceptions of self-other binary activating the power to respond to the ongoing complex evolution of self and society.
Generative Knowing seeks to accomplish four goals:
to offer a unique exploration of learning, positioned as response-ability that illuminates the relatedness of learning and complex, ambiguous, unsolvable challenges that are recognizable in society as social challenges (i.e. forced migration)
to present and distinguish an emerging theory of adult learning, generative knowing. Generative knowing emerged as a distinct learning disposition at the intersections of personal meaning making capacity (developmental psychology) encountering the characteristics of rising ambiguity (complexity sciences) and the lived experience of undergoing experience
to make visible and help others make the connections between generative knowing at a personal level and the complex, ambiguous unsolvable challenges in today's society, and
to provide illustrations of what generative knowing entails, how it shapes personal and societal transformation and how that may support educators, facilitator activists and change activists to make space for generative knowing when complex challenges call for both personaland societal transformations.
Adult education as a field of practice is presently grappling with how adults learn in a world being recomposed by a global pandemic. Generative knowing—defined as ways of being and becoming that creatively activate potential—restores many rhythms of learning, helping readers gain fresh perspectives on how learning emerges from the unknown. The vital and personal stories in this book guide readers to walk in the territory of the unknown and to pay attention to the sensations of entanglements of self with multiple societal forces as a new way of learning.
Perfect for courses such as: Adult Learning Theory │ Adult Learning Theory & Praxis │ Adult Development │ Transformative Learning │ Phenomenology │ Narrative Inquiry │ New Materialism │ Creative Research Methodologies
Aliki Nicolaides, EdD, is Associate Professor of Adult Learning, Leadership and Adult Development at the University of Georgia in the program of Learning, Leadership and Organization Development. Dr. Nicolaides seeks to optimize vital developmental conditions for adults, groups and systems to learn and grow. Through the past decade of research and teaching, she has developed a philosophy of adult learning, Generative Knowing. This philosophy highlights and explores how adults learn their way through the complexity and ambiguity that is so prevalent in this period of 'liquid' modernity. Specifically, her work suggests that under certain conditions and with intentional scaffolding, encounters with ambiguity and complexity can evoke deep learning and reveal hidden potential that generates responsible knowing and action. Dr. Nicolaides' facilitation approach is grounded in Collaborative Developmental Action Inquiry (CDAI), a methodology which consciously develops an adult's intra-and-interactive capacity to respond to the fluidity of the 21st century lifeworld. The complex demands of a rapidly changing, interconnected world require new ways of knowing and being in this world. Generative Knowing and CDAI undergird her teaching, scholarship and practice philosophy, catalyzing conditions for adult's learning that actualized multiple potentials as response to complexity and uncertainty that connect us across cultural and ethical contexts. In addition to her academic scholarship and facilitation, Dr. Nicolaides is a founding steward and current Director of the International Transformative Learning Association. The purpose of the association is to promote global critical scholarship, research, teaching, application, and praxis of the social, scientific, artistic, and humanistic principles of transformative learning theories and praxis.
List of Figures
Acknowledgments
Foreword
Prologue
1. Generative Knowing: A Nomadic Theory of Adult Learning
2. A Brief Review of Adult Learning Theory
3. Following the Phenomenon in Phenomenological Research
4. Luminous Darkness
5. A Single Story in a Dangerous Narrative
6. Mother Nature: Signals from a Different Plane
7. Generative Knowing & the Future of Work
8. The Dynamics of Generative Learning
About the Author
Index
NOTE: Information is subject to change up until publication date.
| Erscheinungsdatum | 03.10.2022 |
|---|---|
| Sprache | englisch |
| Maße | 150 x 226 mm |
| Gewicht | 363 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| ISBN-10 | 1-9755-0399-6 / 1975503996 |
| ISBN-13 | 978-1-9755-0399-4 / 9781975503994 |
| Zustand | Neuware |
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