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.
How to Cite:
Heaney, T., (1995) “Learning to control democratically ethical questions in situated adult education”, Adult Education Research Conference 1(1995).
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