"An important contribution to the field of adult education. Brookfield says what many have felt but been reluctant to voice and he does it with eloquence and grace."
"For practitioners, this is a useful guide to both facilitating adult learning and for developing a philosophy of practice that will help to develop solid theories–in–use. It is also absolutely essential for students of adult education."
The Journal of Academic Librarianship
"This book is suitable and highly recommended for a wide range of audiences and will be of value to all who would seek to become facilitators; who strive to make the learners with whom they work more aware of their own potential for self–development."
CLENEXCHANGE, newsletter of the Continuing Library Education Network and Exchange Round Table, American Library Association
"Brookfield has made a major contribution in the critical evaluation of past research and practice and in defining . . . effective adult learning."
Teachers College Record
"The virtues of this book are many; it displays a comprehensive and appropriately critical acquaintance with the present state of adult education, both theoretical and practical, the case studies and program examples drawn from settings in Canada, the United states. Great Britain, and Europe reflect a welcome international outlook, and the bibliography of 690 titles provides a wealth of research material."
This is the first book to receive both the Imogene Okes Award and the Cyril O. Houle World Award for Literature in Adult Education, both presented by the American Association for Adult and Continuing Education.
Stephen D. Brookfield analyzes current approaches to adult learning, presents a comprehensive review of the research on how adults learn, and proposes ways to develop more innovative adult learning programs.
2. Understanding How Adults Learn.
3. Exploring Self–Directedness in Learning.
4. Facilitating Self–Directed Learning.
5. Andragogy: Alternative Interpretations and Applications.
6. The Facilitator′s Role in Adult Learning.
7. Learning in Informal Settings.
8. Learning in Formal Settings.
9. Program Development for Adults: Challenging the Institutional Approach.
10. Structuring Programs Around Learners′ Needs and Abilities.
11. Evaluating Learning and Its Facilitation.
12. Facilitating Learning: Toward Guidelines for Good Practice.