This article discusses the relevance and construction of the concept of 'literariness' within pedagogy for an effective engagement with works of literature and literary theory. By juxtaposing Mikhail Bakhtin's dialogic mode of understanding, with Bhartrhari's doctrine of the "dhvani" and the "sphota," this article attempts to…

For Extension educational programs to meet the educational needs of today's youths, families, and communities, Extension needs to expand "what counts" as learning. The purpose of this article is to define learning in the context of Extension. We summarize key aspects of the educational research literature by comparing two prevailing…

In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving…

This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning theories (PLTs) underpin pedagogy built on principles specified in three curricular documents. Further, the paper argues that the…

Good educational ethnography whether done by sociologists or anthropologists, makes the familiar strange. The history of that proposition is outlined, and five strategies available to all ethnographers focused on teaching and learning, whether sociologists or anthropologists of education or not, are outlined. The vital importance of the working…

In this paper, I explore the Scholarship of Teaching and Learning through the lens of transformative learning theory and critical theory. In doing so, I expand the notion of a Scholarship of Teaching so as to go beyond the solving of practical problems in teaching and the improvement of teaching effectiveness. I focus on an emancipatory…

This article addresses the myriad of pedagogical and andragogical issues facing university educators in the student learning process. It briefly explores the proliferation of learning theories in an attempt to develop awareness among faculty who teach at the university/college levels that not all theories of learning apply to the adult learner. In…

How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally,…

Professor Peter Jarvis has spent over 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed well over 30 books and 200 papers and chapters in books on learning theory, adult education and learning, continuing professional education, nurse education, primary school education, distance…

Arguments regarding the distinction between child and adult learning have existed for decades. Pedagogy has a long tradition of providing educational guidance in which there is little differentiation between child and adult education. The two groups of learners are assumed to learn under the same philosophy. Conversely, andragogy, advanced by…

Experiential learning theory, conversational learning, and seminar practices combine to shape an educational experience that is grounded in principles of appreciative inquiry. The seminar, taught to undergraduate business majors, seeks to encourage students to explore their underlying assumptions about business in society. Because postindustrial…

Malcolm Knowles laments the paucity of "thinking, investigating, and writing about adult learning" in the opening sentence of his theoretical framework of "Andragogy" (1998, p. 35). Knowles' central argument is that we learn differently as adults from how we learn as children, so we should tailor adult education accordingly. Knowles highlighted…

Graham Nuthall's work cuts across methodological and conceptual divides that have worked against the development of a theory of learning and teaching that is at once predictive and practical. The micro-genetic approach to research on learning in classrooms that he developed with Adrienne Alton-Lee successfully transcends the unhelpful dichotomy…

The various political and technological drivers that are currently prevalent within many educational institutions increasingly encourage educationalists to experiment with tools that promote e-learning. Many then engage in this activity in the belief that this will help in the development of more autonomous, responsible learners. Strategies for…

Two questions are examined: (1) What are the features that make computer games so captivating; and (2) How can these features be used to make learning, especially learning with computers, interesting? (MP)