04027nam 22005895 450 991054729660332120251113194821.09783030949808303094980X10.1007/978-3-030-94980-8(MiAaPQ)EBC6891951(Au-PeEL)EBL6891951(CKB)21250676200041(DE-He213)978-3-030-94980-8(EXLCZ)992125067620004120220217d2022 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierEpistemologies and Ethics in Adult Education and Lifelong Learning /by Richard G. Bagnall, Steven Hodge1st ed. 2022.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2022.1 online resource (346 pages)Palgrave Studies in Adult Education and Lifelong Learning,2524-6321Print version: Bagnall, Richard G. Epistemologies and Ethics in Adult Education and Lifelong Learning Cham : Springer International Publishing AG,c2022 9783030949792 Includes bibliographical references and index.Chapter 1: Introduction and Overview -- Chapter 2: Adult Education and Lifelong Learning -- Chapter 3: Epistemology and Ethics in Adult Education and Lifelong Learning -- Chapter 4: Disciplinary Epistemology -- Chapter 5: Ethics within a Disciplinary Epistemology -- Chapter 6: Constructivist Epistemology -- Chapter 7: Ethics within a Constructivist Epistemology -- Chapter 8: Emancipatory Epistemology -- Chapter 9: Ethics within an Emancipatory Epistemology -- Chapter 10: Instrumental Epistemology -- Chapter 11: Ethics within Instrumental Epistemology -- Chapter 12: Situational Epistemology -- Chapter 13: Ethics within Situational Epistemology -- Chapter 14: A Critique of Instrumental Adult Education and Lifelong Learning -- Chapter 15: Codes of Conduct as a Response to the Limitations of Instrumental Ethical Frameworks -- Chapter 16: The Place of Authenticity and Lifelong Learning in a Situational Future.This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.Palgrave Studies in Adult Education and Lifelong Learning,2524-6321EducationPhilosophyEducationEducational PhilosophyPhilosophy of EducationEducationEducationPhilosophy.Education.Educational Philosophy.Philosophy of Education.Education.374.001374.001Bagnall R. G(Richard Gordon),1946-1260617Hodge StevenMiAaPQMiAaPQMiAaPQBOOK9910547296603321Epistemologies and ethics in adult education and lifelong learning2921615UNINA