Synopsis
Continuous advances in technologies, individuals, and the workplace have increased the importance of adult learning and professional development for keeping up with the current pace of technologies and information. Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies explores the understanding, practice, and research within technical education and professional development. By providing a comprehensive view on educational technologies for adult learning, this book is essential for lecturers, practitioners, as well as academics interested in a variety of research in continuing education.
About the Author
Victor C.X. Wang, A tenured Associate Professor, is a PhD mentor/faculty at Florida Atlantic University. Dr. Wangs research ***nearly 170 refereed journal articles, peer-reviewed books single authored, coauthored and edited volumes and chapters*** has revolved around andragogy and pedagogy, indicating a clear line of inquiry. Andragogy and pedagogy is the umbrella under which his research and writing addresses areas such as transformative learning, andragogical curriculum and program development, human performance technology and so on. His research in transformative learning has revealed transformative learning occurs in both pedagogical and andragogical learning settings. Wang and his coauthors compared Mezirows seminal theory of transformative learning with Confucianism and found, through reviewing the literature in China, that Confucius first addressed transformative learning as rectification of the mind and emphasized silent reflection. Closely connected to transformative learning is andragogical curriculum and his research has focused on Ralph Tylers pedagogical fundamental questions, Malcolm Knowles seven-step instructional process, as well as theories by Stephen Brookfield (critical theory) and Patricia Crantons Transformative Learning Theory (newer version of Mezirows theory). In his study of human performance technology, the research has contributed to deeper understanding of still pedagogy and andragogy, elucidating how pedagogy and andragogy in other cultures can be affected by politics, influence of a few outstanding leaders, education policies, propaganda and nationalism rather than theories of teaching and learning as preferred by Western educators in North America. His unique research reveals that in certain cultures, politics takes precedence over educational policies. His recent line of inquiry reveals that we must teach lower order thinking skills first before we teach higher order thinking skills. His research confirms that rote learning and memorization precede critical thinking and creativity. Further, Wangs research confirms Brookfields theory that cultures put a strain on the beautifully, well-reasoned theory of andragogy, which has brought a revolution to education and training in North America. Wang found via his cross cultural research that instructors in the Eastern culture (Confucius-Heritage Societies) adopt primarily a pedagogical instructional mode, whereas instructors in Western cultures (North America) adopt primarily an andragogical instructional mode.
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