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Lee, Moosung – International Journal of Lifelong Education, 2017
This article explores and explains the subjectivity of self-helping adult learners, as depicted in contemporary, best-selling self-help books. It interrogates how those self-help texts embody particular features of self-helping subjectivity by appropriating neoliberalist perspectives on self and the world. It illuminates four salient features of…
Descriptors: Neoliberalism, Bias, Self Help Programs, Help Seeking
McLean, Scott; Vermeylen, Laurie – International Journal of Lifelong Education, 2014
Through presenting empirical research exploring the connections between popular culture and informal learning, we argue that, as predicted by concepts such as self-directed learning and transformational learning, the experience of transition has a meaningful impact on adult learning. Specifically, transitions encourage adults to engage in learning…
Descriptors: Foreign Countries, Adult Learning, Interviews, Qualitative Research
Bruneau, Laura; Bubenzer, Donald L.; McGlothlin, Jason M. – Journal of Humanistic Counseling, Education and Development, 2010
The helpfulness of self-help reading was explored through interviews with 6 female self-help readers. Themes derived through phenomenological data analysis suggested that there is a distinct structure to the self-help reading experience, including self-help reading as a medium for revisioning of self. Implications for counseling practice and…
Descriptors: Reader Response, Self Help Programs, Phenomenology, Reading Materials
Widding, Ulrika – Contemporary Issues in Early Childhood, 2011
Parents in the Western world today are often said to feel unsure and inadequate and as a consequence there are a plethora of self-help products on the market as well as parent education programmes. This article explores the kinds of research questions that are raised by this state of affairs. The discussion is mainly based on existing studies of…
Descriptors: Social Class, Gender Issues, Ethnicity, Parent Education

Crane, John M. – International Journal of Lifelong Education, 1983
The Antigonish Movement used lifelong education to overcome educational and economic inequities. Begun in Canada's Maritime Provinces, the movement anticipated many of the principles of lifelong learning, adult learning, and Paolo Freire. (SK)
Descriptors: Adult Learning, Citizen Participation, Democracy, Lifelong Learning

Walden, Phyllis A. – Feminist Teacher, 1988
Describes structured journal writing as a pedagogical tool to help learners become effective lifelong learners. Suggests using the journal writing to promote collaboration which makes effective use of the consciousness-raising and self-help group activities that have been used extensively in the Women's Movement. (KO)
Descriptors: Cooperative Learning, Higher Education, Journal Writing, Learning Strategies
Walker, Joanna – Adults Learning (England), 1991
Educational and gerontological perspectives coincide in a view of lifelong learning for women. Developments in women's education, preretirement education, education for older adults, and self-help programs, together with public debate on both aging and feminism, challenge educators to offer relevant, empowering opportunities to older women. (SK)
Descriptors: Adult Education, Advocacy, Educational Gerontology, Equal Education

Gibbons, Maurice; And Others – Journal of Humanistic Psychology, 1980
Analyzed the biographies of twenty acknowledged experts without formal training beyond high school in search of commonalities that might suggest ways people become effectively self-directed in learning and accomplishment. Patterns of education and personality characteristics are discussed. (Author/CC)
Descriptors: Adults, Educational Background, Independent Study, Individual Development