A01=Douglas L. Robertson
adult cognitive development
Author_Douglas L. Robertson
Buffaloes
Can
Category=VS
Concrete Experience
developmental planning models
educational psychology
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_self-help
Face To Face
Follow
Growth Motivation
Growth Project
Guided Imagery
Holds
Inclined
Kolb's Experiential Learning Model
Kolb’s Experiential Learning Model
Learning Cycle
Learning Facilitators
learning motivation theory
Morning
Neutral Zone
Omnipresent
Part III
Persona
personal meaning in education
Reflective Observation
reflective practice
Sterling
Stronger
student identity exploration
Unstable
Vice Versa
Wo
Young Man
Product details
- ISBN 9780915202751
- Weight: 440g
- Dimensions: 152 x 229mm
- Publication Date: 01 Apr 1988
- Publisher: Taylor & Francis Ltd
- Publication City/Country: US
- Product Form: Paperback
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Self-Directed Growth is a valuable map to the no-man’s land where education, philosophy, adult-development, and counseling meet. This is the trackless waste that we usually encounter when we try to explore the relation between learning and personal meaning. The book helps the student wrestle with issues of identity, knowledge, change, and purpose. Betteryet, it does so in a clear sequence of steps that keep the student on track. With the average” student today being more and more likely to be beyond the traditional college age, this map of the territory of self-directed learning is long overdue. Too many of its would-be competitors err either by being about adult education,” while leaving out anything for learners themselves, or by being cookbooks full of recipes for how to throw off the past or dive into the future, while leaving out the critical process of learning. Robertson’s book will be used in many ways. Self-directed learners, either inside an educational institution or outside, will use it to launch themselves on journeys of self-discovery. Groups of them, working under the guidance of a mentor, will use it as a text for exciting new kinds of courses. And teachers will use it as a guide to reorienting their own efforts away from implanting content and toward developing students.
Douglas L. Robertson is dean of undergraduate education and professor of higher education at Florida International University. He has been involved in promoting innovation in U.S. higher education for more than thirty years and has over twenty years of administrative experience in undergraduate and graduate education. He is chair of The Professional and Organizational Development Network in Higher Education Publications Committee, as well as a member of the POD Core Committee. He has authored or coedited six books, including Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003) and Self-Directed Growth (1988).
