bodies of knowledge embodied learning in adult education new directions for adult and continuing education number 134 j b ace single issue adult continuing education

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Bodies Of Knowledge Embodied Learning In Adult Education

Author : Randee Lipson Lawrence
ISBN : 9781118431542
Genre : Education
File Size : 71. 33 MB
Format : PDF, Docs
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Explore the multiple ways adults learn through their bodies.Embodied or somatic learning is a way of learning that relies onthe body’s knowledge. Our most basic form of learning inchildhood is preverbal; however, traditional schooling forces us tocheck our bodies at the door, requiring us to sit at a desk andraise our hands, focusing primarily on cognition to the exclusionof other ways of knowing. By the time we reach adulthood,“being in our bodies” is a foreign concept and a sourceof discomfort for many of us. This volume challenges the dominant paradigm of how knowledge isconstructed and shared. Embodied learning is examined through avariety of practice contexts, including higher education, communityeducation, health care, and the workplace, and through multiplemethods, including dance, theater, and outdoor experientialeducation. This is 134th volume of the Jossey-Bass quarterlyreport series ahref=""NewDirections for Adult and Continuing Education/a. Noted forits depth of coverage, it explores issues of common interestto instructors, administrators, counselors, and policymakers in abroad range of adult and continuing education settings, such ascolleges and universities, extension programs, businesses,libraries, and museums.

Numeracy In Authentic Contexts

Author : Maura Sellars
ISBN : 9789811057366
Genre : Education
File Size : 71. 58 MB
Format : PDF
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This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of ‘praxis’, putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students’ capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.

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