LEADER 04027nam 22005895 450 001 9910547296603321 005 20251113194821.0 010 $a9783030949808 010 $a303094980X 024 7 $a10.1007/978-3-030-94980-8 035 $a(MiAaPQ)EBC6891951 035 $a(Au-PeEL)EBL6891951 035 $a(CKB)21250676200041 035 $a(DE-He213)978-3-030-94980-8 035 $a(EXLCZ)9921250676200041 100 $a20220217d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEpistemologies and Ethics in Adult Education and Lifelong Learning /$fby Richard G. Bagnall, Steven Hodge 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2022. 215 $a1 online resource (346 pages) 225 1 $aPalgrave Studies in Adult Education and Lifelong Learning,$x2524-6321 311 08$aPrint version: Bagnall, Richard G. Epistemologies and Ethics in Adult Education and Lifelong Learning Cham : Springer International Publishing AG,c2022 9783030949792 320 $aIncludes bibliographical references and index. 327 $aChapter 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. 330 $aThis book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels. 410 0$aPalgrave Studies in Adult Education and Lifelong Learning,$x2524-6321 606 $aEducation$xPhilosophy 606 $aEducation 606 $aEducational Philosophy 606 $aPhilosophy of Education 606 $aEducation 615 0$aEducation$xPhilosophy. 615 0$aEducation. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aEducation. 676 $a374.001 676 $a374.001 700 $aBagnall$b R. G$g(Richard Gordon),$f1946-$01260617 702 $aHodge$b Steven 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910547296603321 996 $aEpistemologies and ethics in adult education and lifelong learning$92921615 997 $aUNINA