Self-Directed Growth

1. Auflage 1988
ISBN: 978-0-915202-75-1
Verlag: Taylor & Francis Ltd

Buch, Englisch, 238 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 318 g

Self-Directed Growth is a valuable map to the no-man’s land where education, philosophy, adult-development, and counseling meet. This is the trackless waste that we usually encounter when we try to explore the relation between learning and personal meaning. The book helps the student wrestle with issues of identity, knowledge, change, and purpose. Betteryet, it does so in a clear sequence of steps that keep the student on track. With the average” student today being more and more likely to be beyond the traditional college age, this map of the territory of self-directed learning is long overdue. Too many of its would-be competitors err either by being about adult education,” while leaving out anything for learners themselves, or by being cookbooks full of recipes for how to throw off the past or dive into the future, while leaving out the critical process of learning. Robertson’s book will be used in many ways. Self-directed learners, either inside an educational institution or outside, will use it to launch themselves on journeys of self-discovery. Groups of them, working under the guidance of a mentor, will use it as a text for exciting new kinds of courses. And teachers will use it as a guide to reorienting their own efforts away from implanting content and toward developing students.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Robertson, Douglas L.

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologische Theorie, Psychoanalyse
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Beratungspsychologie

Inhaltsverzeichnis

DEDICATION, FOREWORD, PREFACE, ACKNOWLEDGEMENTS, READERS' COMMENTS, GETTING STARTED, PARTI WHAT IS DEVELOPMENT? 2 GROWTH VS. CHANGE,3 HEAPS AND WHOLES ,4 PEOPLE AS CONTENT AND PROCESS, 5 A DEFINITION OF DEVELOPMENT, 6 DEVELOPMENTAL PHASES, PARTH WHAT CAN THE ENVIRONMENT CONTRIBUTE? 7 NOVELTY ,8 MINIMIZING THREAT ,9 SUPPORTIVENESS OF THE LEARNING CYCLE, 10 INFORMATION RICHNESS, 11 LEARNING FACILITATORS, PART III WHAT CAN THE PERSON CONTRIBUTE? 12 SELF-AWARENESS, 13 GROWTH MOTIVATION,14 LEARNING SKILLS ,15 KNOWLEDGE OF THE DEVELOPMENTAL PROCESS, 16 DEVELOPMENTAL PLANNING, 17 CLOSURE, REFERENCE, INDEX, ABOUT THE AUTHOR.

Über Autor(innen)

Douglas L. Robertson is dean of undergraduate education and professor of higher education at Florida International University. He has been involved in promoting innovation in U.S. higher education for more than thirty years and has over twenty years of administrative experience in undergraduate and graduate education. He is chair of The Professional and Organizational Development Network in Higher Education Publications Committee, as well as a member of the POD Core Committee. He has authored or coedited six books, including Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003) and Self-Directed Growth (1988).