The Routledge international handbook of learning

As our understanding of learning focuses on the whole person rather than individual aspects of learning, so the process of learning is beginning to be studied from a wide variety of perspectives and disciplines. This handbook presents a comprehensive overview of the contemporary research into learning: it brings together a diverse range of specialities with chapters written by leading scholars throughout the world from a wide variety of different approaches. The International Handbook of Learning captures the complexities of the learning process in seven major parts. Its 54 chapters are sub-divided in seven parts:

Learning and the person: senses, cognitions, emotions, personality traits and learning styles Learning across the lifespan Life-wide learning Learning across the disciplines: covering everything from anthropology to neuroscience Meaning systems' interpretation Learning and disability Historical and contemporary learning theorists.

Written by international experts, this book is the first comprehensive multi-disciplinary analysis of learning, packing a diverse collection of research into one accessible volume.

Author Notes

Peter Jarvis is Professor of Continuing Education at the University of Surrey, Guildford, UK,.
Mary Watts is Emeritus Professor of Psychology at City University, London, UK.

Paul Martin and Viv MartinKnud lllerisMichelle CamilleriMarc DurandBetty RuddBernard CamilleriJulia PreeceLyn TettLi-fang ZhangPeter JawisChristine StephenKristiina Kumpulainen and Lasse LipponenRachel BrooksPeter JaivisJo-Anne H. WillmentMary Alice WolfAlexandra WithnallPeter AlheitJohn FieldMark TennantPatricia Cranton and Edward W. TaylorPaul HagerKatarina PopovicStephen BillettBente ElkjaerSusannah QuittseeDaan R. van der Veen and Simon N. ArcherShahrzad Mojab and Bethany J. OsborneLars IlumJoanna Beazley RichardsMary WattsJulian G. Elliott and Elena L. GrigorenkoKay de VriesRichard EdwardsEtienne BourgeoisLinden WestMartin Dyke and Ian BryantPeggy FroererMark OlssenJohanna L. WatersChristina TorenIan Abrahams and Michael ReissJohn SteinKiti Müller and Anu HolmRoberta StasykCaroline Brazier and David BrazierJeff AstleyQi SunPrem KumarNaznin HirjiGabriela Ruppin-Shand and Michael ShireRebecca Nthogo Lekoko and Oitshepile MmaB ModiseSunil Behari MohantyTimothy Ireland

List of illustrations	p. x
List of contributors	p. xi
Preface	p. xxiii
Introduction: Human learning Peterfarvis	p. 1
Part 1 Learning and the person	p. 5
1 Learning and the senses	p. 7
2 Learning and cognition	p. 18
3 Learning a role: becoming a nurse	p. 28
4 Self-constructed activity, work analysis, and occupational training: an approach to learning objects for adults	p. 37
5 Emotional intelligence	p. 46
6 Language and learning	p. 56
7 Gender and learning: feminist perspectives	p. 66
8 Learning and identity	p. 75
9 Thinking styles in student learning and development	p. 84
10 Non-learning	p. 94
Part 2 Learning across the lifespan	p. 101
11 Learning in early childhood	p. 103
12 Crossing boundaries: harnessing funds of knowledge in dialogic inquiry across formal and informal learning environments	p. 112
13 Young people and learning	p. 126
14 Adult learning: andragogy versus pedagogy or from pedagogy to andragoy	p. 134
15 Exploring learning in midlife	p. 144
16 The older adult in education	p. 152
17 Lifelong learning in long-term care settings	p. 160
18 The biographical approach to lifelong learning	p. 168
19 Learning from our lives	p. 176
20 Psychological development	p. 184
21 Transformative learning	p. 194
Part 3 Learning sites	p. 205
22 Informal learning: everyday living	p. 207
23 Self-directed learning	p. 216
24 Learning at the site of work	p. 228
25 Organisational learning won't be turned off	p. 237
26 E-learning (m-learning)	p. 246
27 Sleep-dependent learning	p. 256
28 Learning and violence	p. 265
29 An aesthetic education: an education in aesthetics in the setting of a Danish folk high school through the theatrical arts	p. 275
Part 4 Learning and disability	p. 287
30 Learning, sensory impairment, and physical disability	p. 289
31 Autism spectrum conditions and learning	p. 298
32 Reading disability	p. 309
33 On becoming a person in society: the person with dementia	p. 319
Part 5 Learning across the disciplines: human and social sciences	p. 331
34 Human-centric learning and post-human experimentation	p. 333
35 Piaget's constructivism and adult learning	p. 340
36 Psychoanalytic perspectives on learning and the subject called the learner	p. 348
37 Sociology and learning	p. 357
38 Anthropology and learning	p. 367
39 Learning in a complex world	p. 375
40 Perspectives on geography and learning	p. 393
41 Learning as a microhistorical process	p. 402
42 Evolution	p. 411
43 The brain and learning	p. 419
44 Cognitive neurophysiology: promoting neuroergonomics of learning	p. 433
45 Pharmacology and learning	p. 442
Part 6 Learning and religious and meaning systems	p. 455
46 Buddhist theory of education	p. 457
47 Christianity	p. 467
48 Confucian learning: learning to become fully human	p. 475
49 Aspects of learning in Hindu philosophy	p. 486
50 Learning within the context of faith and the intellect: a thinking Islam	p. 495
51 Jewish ways of learning	p. 507
Part 7 Geographic cultural systems: broader perspectives	p. 515
52 Remodeling learning on an African cultural heritage of Ubuntu	p. 517
53 Indian culture and learning	p. 526
54 The challenges of adult learning in Latin America: from literacy to lifelong learning	p. 534
Index	p. 544

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Author Notes

Table of Contents