How We Learn. (A new text presenting an overview of which topics should be included in a comprehensive learning theory and shortly indicating how this is done in the new book How We Learn, Routledge, 2007)
Learning to be Me. (A new text presenting the basic ideas of the existentialist philosophy of learning which Jarvis is at present developing in his books Towards a comprehensive theory of human learning, 2006, and two more volumes which are to be published in 2007 and 2008)
A Social Theory of Learning. (A new text up-dating and discussing the social approach to learning which Wenger launched in his book Communities of Practice, 1998)
An Overview on Transformative Learning. (This chapter was published in Crowther & Sutherland (eds.): Lifelong Learning: Concepts and Contexts, Routledge, 2006, and can be regarded as the last and final description of Mezirow-s own understanding of his concept of Transformative Learning)
Expansive Learning G++ Toward an Activity-Theoretical Reconceptualization. (Engestr+m is today the most important representative of the Russian activity-theoretical school of psychology, and the chapter will be an abridged and up-dated version of an article in the Journal of Education and Work, 2001)
Everyday Learning Culture, Mental Risks and Learning Styles. (Ziehe has never been published in English, but has for more than 30 years been an important figure in German and Scandinavian learning research, mainly for his extremely sensitive descriptions of the learning processes in late modern childhood and youth. The chapter is an up-dated version combining three of ZieheG++s most important papers from the latest years)
The Culture of Education. (Bruner is, no doubt, the grand old man of American learning and educational research. He is now 90 years old, but still going strong. The chapter is an abridged version of the introduction chapter of BrunerG++s 1996-book The Culture of Education, Harvard University Press)
Single- and Double-Loop Learning. (Argyris is another grand old man, having for more than 40 years been the foremost international representative of organizational learning theory. The chapter is a short and adjusted extract from ArgyrisG++ 1992-book On Organizational Learning, Blackwell, presenting the basic ideas and concepts of ArgyrisG++ understanding of learning)
Biographical Learning. (In the, mainly Continental, trend to understand learning from a biographical point of view, Alheit has since the middle of the 1990s been the central figure. The chapter is an up-dated version of a 1995-paper in German in which the central idea of this approach is presented)
Learning from Practice. (Since Jean Lave in 1991 together with Etienne Wenger presented the concept of Situated Learning she has been an important advocate of practice learning. The chapter is an abridged and edited version of her introduction ch<$$$>
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