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Learning in Adulthood: A Comprehensive Guide, by Sharan B. Merriam, Rosemary S. Caffarella, Lisa M. Baumgartner
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In this updated landmark book, the authors have gathered the seminal work and most current thinking on adult learning into one volume. Learning in Adulthood addresses a wide range of topics including: Who are adult learners? How do adults learn? Why are adults involved in learning activities? How does the social context shape the learning that adults are engaged in? How does aging affect learning ability?
- Sales Rank: #56364 in Books
- Brand: Merriam, Sharan B./ Caffarella, Rosemary S./ Baumgartner, Lisa M.
- Published on: 2006-10-27
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x 1.80" w x 6.30" l, 1.74 pounds
- Binding: Hardcover
- 560 pages
Review
"An essential volume in adult education."
Review
"For this third edition of Learning in Adulthood we have paid particular attention to work published since the last edition of the book. This third edition of Learning in Adulthood builds on material in the 1999 edition, bringing together the important contributions of the past decade to our understanding of adult learning. While we have preserved important foundational material (such as a discussion of andragogy), we have also brought to bear the most recent thinking and research. We have strived to put together a comprehensive overview and synthesis of what we know about adult learning: the context in which it takes place, who the participants are, what they learn and why, the nature of the learning process itself, new approaches to adult learning, the development of theory in adult learning, and other issues relevant to understanding adult learning."
—From the Preface
Previous praise for Learning in Adulthood
"An essential volume in adult education."
—Choice
"This book is extremely useful in that it provides an informed overview of issues related to adult learning. It is very readable, yet packs considerable challenge for the more experienced adult educator."
—Canadian Journal of University Continuing Education
"Learning in Adulthood's greatest strengths are its coverage of the learning context, theory-building within adult learning, and how social and ethical issues offer special challenges to adult learning. It will be useful to both experienced and novice continuing educators, as well as laypersons."
—Continuing Higher Education Review
From the Inside Flap
Since it was first published in 1991, Learning in Adulthood has been lauded as the most authoritative and comprehensive guide to adult learning. The revised and expanded third edition reflects the latest research and practice in adult learning, making it an essential resource for the field.
In this updated landmark book, the authors have gathered the seminal work and most current thinking on adult learning into one volume. Learning in Adulthood addresses a wide range of topics including: Who are adult learners? How do adults learn? Why are adults involved in learning activities? How does the social context shape the learning that adults are engaged in? How does aging affect learning ability?
Drawing from a background of work in sociology, philosophy, and critical social theory as well as psychology and education, the authors construct an inclusive perspective on adult learning, guiding readers toward new ways of thinking about teaching, learning, and the broader social implications of adult education.
Most helpful customer reviews
45 of 56 people found the following review helpful.
Please keep your agenda out of my intro textbook (even if I might otherwise agree with you)!
By Sagechic
As a textbook designed to give an overview to adult learning theory, these authors interlace blatant personal, loaded biases with valuable, factual, and well-substantiated information.
As a socially liberal individual, I presume to share many of the ideals that shine through the book; however, I am disgusted by these authors' abuse of their publication. To write such politically-charged examples into a supposedly factual text is repugnant. I could hardly read through a page in the first few chapters without becoming distressed by the lack of even an attempt at neutrality.
Putting the shoe on the other foot, if a team of socially conservative authors laced their supposedly "introductory" text with blatant and intolerant views in support of their agenda, the academic community would cry out in horror and debunk the scholarly value of such a work...regardless of how much scholarly validity there might be.
Because this book takes a liberal (verging on extreme left) viewpoint, many readers seem to uncritically accept this violation of the covenant between textbook and audience: if you're writing an editorial, feel free to do so, just don't couch your beliefs in a text that will be used as a broad introduction to an important, relevant field. What I find especially pernicious is that the authors specifically cite outside sources that seem to validate and legitimize the appropriateness of this bias to the actual factual material (as in the case of the formal curriculum (math)/informal curriculum (homophobia) example on pp. 37-38). This is tantamount to saying that fundamental to the field of adult learning is a requisite liberal social bias (see also the example of anti-corporate groups pg. 39, oppressed factory workers pp. 171, among others).
Authors: if it is your position that one needs to be a leftist in order to study adult learning, then feel free to say it, just please don't veil your belief in what your book jacket describes as "the seminal work and most current thinking on adult learning."
Several of the reviews who have given this book one star have stated the examples of where these biases shine through, but it seems to me that those reviewers are upset because they disagree with the author's politics (my apologies if to those reviewers if I am misstating their positions). However, I should hope that anyone who is engaging in academic study at a post-graduate level has the critical acumen and commitment to legitimate inquiry to be offended by this level of editorializing, regardless of the symmetry of one's own politics with those of the authors.
So why did I give this a 3? If you are incisive enough to read past the editorializing, and if you are looking for a comprehensive guide to additional (less biased, more factual) resources, this is a great book. You can find many well-documented descriptions of theories and theorists of learning, cognition, psychology, and adult learning, and this book can ultimately prove an effective entree into a fascinating and relevant field.
And personally, I find the study of adult learning and improvement of education to be a great way to improve humanity. If this book, then, must have an agenda, then perhaps it should be to be INCLUSIVE, inspiring others to participate in this transformational field.
27 of 33 people found the following review helpful.
Another grad student
By Andrew Larson
Merriam's spirituality section reads right off of a new age sale rack. "Grace lurks among the vegetables in the supermarket. Grace sits on a bar stool and smokes a cigarette". It just doesn't get any more absurd than quoting research like that.
It's stocked with disdain for traditional learning and loaded with bias and garbage like the above. Yuck. She spends more time tearing apart theories that don't jive with her agenda than going over new thought. Rotten book.
23 of 28 people found the following review helpful.
Poorly written text
By D. Norman
This is one of the most poorly written texts covering adult learning theory. The author has picked a selection of different theories but only gives a short introduction to each - leaving many questions and concerns after reading each chapter.
The information given on educational theorists is horribly fragmented. In many chapters there is no context, history or biography of the theorists given. If you'd like fragmented information on learning theories - this is the book.
If you'd like comprehensive information on learning theories-this is not the right book. The information has to be supplemented with a lot of hard work researching details from the internet or other educational texts.
This was a required text for a graduate level course in adult education and it was a waste of money.
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