Philosopher or philistine?

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dc.contributor.author Lee, KM en
dc.contributor.editor Wang, Victor en
dc.date.accessioned 2012-02-23T19:35:54Z en
dc.date.issued 2011 en
dc.identifier.citation In Assessing and Evaluating Adult Learning in Career and Technical Education. Editors: Wang V. 23-43. IGI Global, PA, USA 2011 en
dc.identifier.isbn 9781615207459 en
dc.identifier.uri http://hdl.handle.net/2292/11863 en
dc.description.abstract Integrating adult learning and technology is exceptionally challenging. The one certainty present for adult educators is that they can rely on change and therefore catering for learners’ needs, interests and abilities is no easy task. In order to be effective, an adult educator must be aware of their own philosophy to cater for this ever increasing diversity. Delivery styles and activities need to be reflective of the philosophy held by the educator and their institution. Although a philosophy may be an eclectic mix, there is usually a key underlying belief which is held by the educator and or institution. Learning will occur most naturally when discussion, activities and direction sit comfortably within their identified philosophy. When teaching approaches are contrary to an educator’s philosophy learning cannot be optimized. This chapter outlines well-known philosophies, and teaching approaches which are commonly utilized. By becoming aware of one’s philosophy an educator is thus better able to devise learning strategies and situations which cater for the ever changing learners’ needs. en
dc.publisher IGI Global en
dc.relation.ispartof Assessing and Evaluating Adult Learning in Career and Technical Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Philosopher or philistine? en
dc.type Book Item en
dc.identifier.doi 10.4018/978-1-61520-745-9.ch003 en
pubs.begin-page 23 en
dc.rights.holder Copyright: Information Science Reference en
pubs.end-page 43 en
pubs.place-of-publication PA, USA en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 85464 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.number 3 en
pubs.record-created-at-source-date 2010-09-01 en


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