Theory and Practice of Adult and Higher Education

Edited by:
Victor C.X. Wang, Florida Atlantic University

Published 2016

A volume on Theory and Practice of Adult and Higher Education or Foundations of Adult and Higher Education will appeal to both our graduate students and faculty as so many of them have been taking courses in both program areas and have been concerned with their defined areas of expertise. Although theories and practices in Adult Education, and in Higher Education are being used interchangeably, there is a lack of scholarly work that connects existing theories and practices across the two fields. The proposed ground‐breaking volume will cover topics/theories/practices in both fields of Adult Education and of Higher Education, and in doing so will bring to the fore the connections that make these two fields truly inseparable. The proposed volume will therefore generate new knowledge to share among faculty, graduate students and other researchers who practice not only in Adult Education, but also in Higher Education.

CONTENTS
Racializing the Discourse of Adult Education, Stephen Brookfield. Transformative Learning in Adult and Higher Education: Confucius and Mezirow, Victor C. X. Wang, Dennis Keefe and Amy Sedivy‐Benton. The Critical Theory of Axel Honneth: Implications for Transformative Learning and Higher Education, Ted Fleming. Pedagogy and Andragogy in Higher Education, Victor C.X. Wang and Catherine A. Hansman. Situated Learning, Communities of Practice, and the Social Construction of Knowledge, Teresa J. Carter and Bryan Adkins. Roman or Visigoth? The Professional Degree Program Goes Abroad, Leslie P. Hitch. The Definition and Practice of Global Learning in Higher Education, Hilary Landorf, and Eric Feldman. The Transformation of Higher Education: Successfully Leading Adaptation through the e‐Learning Landscape, Leslie A. Cordie, Xi Lin and James E. Witte. Adult Learning Theories in Mentoring Relationships and Models, Catherine A. Hansman. Self‐Directed Learning: A Deeper Exploration into its Origins in Humanistic Psychology, Joseph C. Chen. What Neuroscience has to Say about the Brain and Learning, Visceral Sensing in Adult and Higher Education: Kitchen‐based Learning as a Transformative Affective and Social Neuroscientific Process, Joy Kcenia O’Neil. Building a Culture of Completers by Understanding the Etiology of Adult Learning Deficits Stemming from Childhood, Theresa D. Neimann, Uta M. Stelson, and Stefan J. Malecek. The First Fifteen Minutes: Learning Engagement, Learning Resistance, and the Impact of Initial Teacher‐Student Contact, Steven B. Frye, Jonathan E. Taylor and Amy Stafford. Reframing Faculty Development as Adult Learning, Anne Benoit. Adult Education and the Community College: Superhero for the Public Good or Social Reproduction for the Marginalized? Suzanne M. Buglione. The Theory and Practice of Prior Learning Assessment, Patricia Brewer, Catherine Marienau. Vygotsky’s Influence on Adult and Higher Education, Dionne Rosser‐Mims, Greg Dawson, and Iris M. Saltiel.