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Review: The Learning Spirit: Lessons from South Africa

Review: The Learning Spirit: Lessons from South Africa RESOURCES Gobledale presents her learning rom the traditional teacher- ~aradigm for increasing organiza- Review ipproach as a helix in which all mtrolled, dormation transmit- ional effectiveness, including the ing, and recall-testing lock-step Human RcsourceDeuelopment our strands-willingness, truth, ievelopment and internalization of with Malcolm kbwh [vide mcm we have all experienced in mt, and creative action-must be 1 commitment to lifelong learning. tape]. (1%). (Available from the iresent in order for the learning )ur previous schooling to what The appropriate audience for University of Arbas, Little Rock, ipirit to exist and operate. Where ’aulo Freire and I would call a his video is either adult educators he learning spirit dwells, there will, earnerempowering system. AR.1 vho have not been expd to the if nemsity, be chang-hange kcording to his “original theory of mctice area of HRD or human hat is also attended by obstacles earning and teaching” there are mum development professionals Thissrty-minutevideop~~c- md risk. Hence, all learning is and ‘five ultimate objectives when edu- do have not been e+ to adult tion provides a special treat for any- nust be transformative. From the :sting our youngters”; ducation as a field of study Those one who has not recently (or ever) 1. To make sure that a person’s xpienced with HRD as a context bmrd by Desmond ’ktu to her had an opportunity to interact with mn conclusion, which emphasizes ducation satisfies the requirement For adult education will lily find Malcolm Knowles, one of the few ducation as change, she chal- xh individual has to evolve natu- much of the content familiar and living icons in the field of adult dly, in accordance with one’s own lenges us to examine our presup- fairly current rather than truly ori- education. Esentially an informal Dositions about how we view bilities, inclinations, needs, and ented to the future. For example, roundtable conversation moderated ~urselves, about how we view pwth patterns. absent is any discussion about by human resource development hers, about our attitudes toward 2. Equipping the learner with “cybe~ool,” the learning revolu- (HRD) consultant Kit Brooks and learning and helping others learn. he skdls to be self-sufficient finan- tion occurring through the internet. University of Arkansas profar Warning: Reading this book :iaUy and with the skills to be able The production quality is adequate, Ti Hatcher, it is inteqrsed with may be hazardous to the way you D manage one’s own affairs. but not at a high level of technical short soundbites of Brooks and have viewed yourself, the world sophistication. The ambiance is 3. Facilitating the learner’s Hatcher introducing or elaborating around you, your own learning- what might be eqectd if Malcolm nod development. on a topic. and the combination of the three. Knowles were to join us for a brown 4. histing the learner’s efforts to Most of the questions posed to This is not abookto be addressed bag seminar. With this video he can levelop a clear, precise, and satis- Knowles (professor emeritus of only at the cognitive level; it must be a frequent guest. ‘actory identity of his own. adult education, North Carolina be dealt with affectively, as well. It 5. Enriching the student from a State University, and currently -byAlbert WsUrell is not a “safe” message; rather, it xltural standpoint and offering a Mjunct Professor at Arkansas) are Vrglhia Poly&b?anic Institute engages and confronts the whole broad range of factual knowledge. concerned with what he sees for the andW Un-, Northern person. Although this book is writ- Dultz emphasizes that the fust future of HRD and its practitioners. VVgi?lia Grada center ten by a Christian within a Chris- four objectives rn the most critical Foremat is the need for skill devel- tian framework, it resonates with in educating the entire person, and opment in dealing with continuous human experience and interprets he devotes the rest of the book to change and the increased focus that experience in a way that all describing how teachers can go on interpersonal interaction (e.g., can benefit. Review about accomplishing these objec- teams) in the workplace. He dis- tim. The spirit of his prescription cusses his vim of the current role 7heLaarningq?t?7L:~~ --By Wton Fm is succinctly portrayed in this state- of the trainer that, in the face of the Sn.dh#kal by ha K Gobledale. Indiana Un- ment: “In my opinion, the teacher increasing influence of educational (1%). st. Louis: chalice m of Pennsylvania should actually encourage kids to technology, is changmg from trans- (PO. Box 179,63166-0719). 142 find their own voices and ways of mitter of knowledge to dependent pages. $14.99 (softcover>. doing hg as a coach might learners to facilitator and mum cheer on his athletes. The more person for increasingly selfdirected Review intense, enthusiastic, and individu- This is a wonderfully challenging learners. alistic the children are, the greater and fascinating-but not a com- Malcolm offers some bits of his- M&g the Entire Paon, by should be the teacher’s joy. Once fortabldk to read. Using a torical perspectve, which, while not Ron Dultz. (1%). Reseda, CA: Ron the teacher has helped to preserve phenomenological approach, Gob new donnation, are interesting to Dultz Publishing (PO. Box 370985, and encourage the native instincts, ledale weaves together quotations hear “from the horse’s mouth.” 91337). 127pages. $10.00 natural inclinations, individualistic from the Hebrew and Christian These include a discussion of the (softcover). tendencies, untamed energy and scriptures; her experiences serving origin of the term andragogy in the power of his young students, he has as a missionary with her husband last century and his own introduc- something inspiring to work with. In thislittlegemof alittlebook in South Africa, her reflections on tion to it. In response to additional Then he has the fire, and need only Ron Dultz makes a powerful case these experiences; and her approach questions about the futm of human apply the log.” for transforming our entire educa- to learning, drawn from the con- resource development, Knowles whlle Dultz addresses his book tional systmw-elementaq, a- fluence of these experiences and sham his perpxhve on the develop Rerncm,pp. 31 one, higheq and adult-away insights. ment of leaming organmtions as a 6 A Adult Learning http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Review: The Learning Spirit: Lessons from South Africa

Adult Learning , Volume 6 (6): 1 – Jul 1, 1995

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Publisher
SAGE
Copyright
© 1995 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959500600604
Publisher site
See Article on Publisher Site

Abstract

RESOURCES Gobledale presents her learning rom the traditional teacher- ~aradigm for increasing organiza- Review ipproach as a helix in which all mtrolled, dormation transmit- ional effectiveness, including the ing, and recall-testing lock-step Human RcsourceDeuelopment our strands-willingness, truth, ievelopment and internalization of with Malcolm kbwh [vide mcm we have all experienced in mt, and creative action-must be 1 commitment to lifelong learning. tape]. (1%). (Available from the iresent in order for the learning )ur previous schooling to what The appropriate audience for University of Arbas, Little Rock, ipirit to exist and operate. Where ’aulo Freire and I would call a his video is either adult educators he learning spirit dwells, there will, earnerempowering system. AR.1 vho have not been expd to the if nemsity, be chang-hange kcording to his “original theory of mctice area of HRD or human hat is also attended by obstacles earning and teaching” there are mum development professionals Thissrty-minutevideop~~c- md risk. Hence, all learning is and ‘five ultimate objectives when edu- do have not been e+ to adult tion provides a special treat for any- nust be transformative. From the :sting our youngters”; ducation as a field of study Those one who has not recently (or ever) 1. To make sure that a person’s xpienced with HRD as a context bmrd by Desmond ’ktu to her had an opportunity to interact with mn conclusion, which emphasizes ducation satisfies the requirement For adult education will lily find Malcolm Knowles, one of the few ducation as change, she chal- xh individual has to evolve natu- much of the content familiar and living icons in the field of adult dly, in accordance with one’s own lenges us to examine our presup- fairly current rather than truly ori- education. Esentially an informal Dositions about how we view bilities, inclinations, needs, and ented to the future. For example, roundtable conversation moderated ~urselves, about how we view pwth patterns. absent is any discussion about by human resource development hers, about our attitudes toward 2. Equipping the learner with “cybe~ool,” the learning revolu- (HRD) consultant Kit Brooks and learning and helping others learn. he skdls to be self-sufficient finan- tion occurring through the internet. University of Arkansas profar Warning: Reading this book :iaUy and with the skills to be able The production quality is adequate, Ti Hatcher, it is inteqrsed with may be hazardous to the way you D manage one’s own affairs. but not at a high level of technical short soundbites of Brooks and have viewed yourself, the world sophistication. The ambiance is 3. Facilitating the learner’s Hatcher introducing or elaborating around you, your own learning- what might be eqectd if Malcolm nod development. on a topic. and the combination of the three. Knowles were to join us for a brown 4. histing the learner’s efforts to Most of the questions posed to This is not abookto be addressed bag seminar. With this video he can levelop a clear, precise, and satis- Knowles (professor emeritus of only at the cognitive level; it must be a frequent guest. ‘actory identity of his own. adult education, North Carolina be dealt with affectively, as well. It 5. Enriching the student from a State University, and currently -byAlbert WsUrell is not a “safe” message; rather, it xltural standpoint and offering a Mjunct Professor at Arkansas) are Vrglhia Poly&b?anic Institute engages and confronts the whole broad range of factual knowledge. concerned with what he sees for the andW Un-, Northern person. Although this book is writ- Dultz emphasizes that the fust future of HRD and its practitioners. VVgi?lia Grada center ten by a Christian within a Chris- four objectives rn the most critical Foremat is the need for skill devel- tian framework, it resonates with in educating the entire person, and opment in dealing with continuous human experience and interprets he devotes the rest of the book to change and the increased focus that experience in a way that all describing how teachers can go on interpersonal interaction (e.g., can benefit. Review about accomplishing these objec- teams) in the workplace. He dis- tim. The spirit of his prescription cusses his vim of the current role 7heLaarningq?t?7L:~~ --By Wton Fm is succinctly portrayed in this state- of the trainer that, in the face of the Sn.dh#kal by ha K Gobledale. Indiana Un- ment: “In my opinion, the teacher increasing influence of educational (1%). st. Louis: chalice m of Pennsylvania should actually encourage kids to technology, is changmg from trans- (PO. Box 179,63166-0719). 142 find their own voices and ways of mitter of knowledge to dependent pages. $14.99 (softcover>. doing hg as a coach might learners to facilitator and mum cheer on his athletes. The more person for increasingly selfdirected Review intense, enthusiastic, and individu- This is a wonderfully challenging learners. alistic the children are, the greater and fascinating-but not a com- Malcolm offers some bits of his- M&g the Entire Paon, by should be the teacher’s joy. Once fortabldk to read. Using a torical perspectve, which, while not Ron Dultz. (1%). Reseda, CA: Ron the teacher has helped to preserve phenomenological approach, Gob new donnation, are interesting to Dultz Publishing (PO. Box 370985, and encourage the native instincts, ledale weaves together quotations hear “from the horse’s mouth.” 91337). 127pages. $10.00 natural inclinations, individualistic from the Hebrew and Christian These include a discussion of the (softcover). tendencies, untamed energy and scriptures; her experiences serving origin of the term andragogy in the power of his young students, he has as a missionary with her husband last century and his own introduc- something inspiring to work with. In thislittlegemof alittlebook in South Africa, her reflections on tion to it. In response to additional Then he has the fire, and need only Ron Dultz makes a powerful case these experiences; and her approach questions about the futm of human apply the log.” for transforming our entire educa- to learning, drawn from the con- resource development, Knowles whlle Dultz addresses his book tional systmw-elementaq, a- fluence of these experiences and sham his perpxhve on the develop Rerncm,pp. 31 one, higheq and adult-away insights. ment of leaming organmtions as a 6 A Adult Learning

Journal

Adult LearningSAGE

Published: Jul 1, 1995

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