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An historical biography of Malcolm S...

Sopher, Marti Jane.

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An historical biography of Malcolm S. Knowles: The re-making of an adult educator (Dusan M. Savicevic).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An historical biography of Malcolm S. Knowles: The re-making of an adult educator (Dusan M. Savicevic)./
作者:	Sopher, Marti Jane.
面頁冊數:	533 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2745.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101344

An historical biography of Malcolm S. Knowles: The re-making of an adult educator (Dusan M. Savicevic).
Sopher, Marti Jane.

An historical biography of Malcolm S. Knowles: The re-making of an adult educator (Dusan M. Savicevic). - 533 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2745.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

Using a qualitative approach, this research provided a thematic analysis and description of the context of Knowles' times. This study set out to rewrite history to complement Knowles' autobiography, The Making of an Adult Educator. The research questions included: What took place when Knowles and Savicevic met in 1966? How did Knowles decide to make use of the term andragogy to name his theory of adult learning in 1967 and 1968? What discourse followed Knowles' introduction of his theory? What social movements in the U.S. occurred during Knowles' times?Subjects--Topical Terms:

626632
Education, Adult and Continuing.

An historical biography of Malcolm S. Knowles: The re-making of an adult educator (Dusan M. Savicevic).
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245 1 3 $a An historical biography of Malcolm S. Knowles: The re-making of an adult educator (Dusan M. Savicevic).
300 $a 533 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2745.
500 $a Supervisor: Alan B. Knox.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
520 $a Using a qualitative approach, this research provided a thematic analysis and description of the context of Knowles' times. This study set out to rewrite history to complement Knowles' autobiography, The Making of an Adult Educator. The research questions included: What took place when Knowles and Savicevic met in 1966? How did Knowles decide to make use of the term andragogy to name his theory of adult learning in 1967 and 1968? What discourse followed Knowles' introduction of his theory? What social movements in the U.S. occurred during Knowles' times?
520 $a Denzin's (1989) model of a fully triangulated biographical investigation, consisting of a case history, a case study, a life story, a personal experience story, an oral history, and a personal history was used, allowing the subject to also participate in interpretation. Sartre's progressive-regressive method, according to Denzin, 1989, provided the framework for interpretation. The event chosen for this framework was the period of 1966--1969 when Knowles learned of the term andragogy from Savicevic and introduced his theory of adult learning after developing it for two decades. Knowles introduced andragogy in a 1967 speech and a related 1968 publication. The spelling was corrected to andragogy in 1968. Knowles, a pioneer and leader in the field of adult education in the U.S., created social change itself by making use of the term andragogy as he saw fit.
520 $a The social movements which provide context of Knowles' times included: the humanistic adult education movement, the human services movement, the group dynamics movement, and the human resource development movement. Though Knowles had an eclectic philosophy of adult learning, humanism, a common theme through the movements, is central to the assumptions included in his theory. From the humanistic movement, Knowles gained consistency in philosophy. From human services, he recognized the need to be practical in his approach with adult learners. From the group dynamics movement, he became more authentic in his style. From the human resource development movement, he used action research to share the application of andragogy with others.
520 $a Reaction in the literature, the discourse which followed, has continued since Knowles introduced the term in the U.S. and has, at times, been out of context. Knowles' work is best understood by practitioners and researchers if it is historically accurate, within his humanistic philosophy, and explained in context of his times.
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710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 64-08A.
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791 $a Ph.D.
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