Learning to control democratically ethical questions in situated adult education
Abstract
This paper begins with a theoretical framework (situated learning) developed by Lave and Wenger and builds on its metaphorical content in order to bring several ethical issues into focus, among them: the disempowering consequences of many training models, the anomalies of schooling as a vehicle for becoming a practitioner, and inconsistencies between the practices of higher education and adult education.
Creative Commons License
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Recommended Citation
Heaney, T.
(1995).
Learning to control democratically ethical questions in situated adult education.
Adult Education Research Conference.
Learning to control democratically ethical questions in situated adult education
This paper begins with a theoretical framework (situated learning) developed by Lave and Wenger and builds on its metaphorical content in order to bring several ethical issues into focus, among them: the disempowering consequences of many training models, the anomalies of schooling as a vehicle for becoming a practitioner, and inconsistencies between the practices of higher education and adult education.
