東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Sex and shame: Authenticity in adult...

Glickman, Charles J.

Linked to FindBook

Google Book

Amazon

博客來

Sex and shame: Authenticity in adult education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Sex and shame: Authenticity in adult education./
Author:	Glickman, Charles J.
Description:	217 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0055.
Contained By:	Dissertation Abstracts International66-01A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162715
ISBN:	0496966960

Sex and shame: Authenticity in adult education.
Glickman, Charles J.

Sex and shame: Authenticity in adult education. - 217 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0055.

Thesis (Ph.D.)--Union Institute and University, 2005.

The relationship between authenticity, or the expression of the genuine self, and transformative adult education was explored through the development of a model of adult education that was used to design a semester-long course on sexuality, spirituality and shame for Unitarian-Universalist seminary learners. Grounded Theory analysis of interviews with Unitarian-Universalist ministers and seminary learners was used to analyze the professional needs of Unitarian-Universalist ministers. This analysis was foundation for the development of the objectives of the course. The progression of the course and the implementation of the model of adult learning is described through a first-person narrative of the semester. The academic success of the course was determined through qualitative and quantitative measures of the learners' meeting the course objectives, including analysis of the learners' journals, observations in the classroom, and the Sexuality Opinion Survey. The relationships among the course content, the application of adult learning theories, the authenticity of each of the learners and the authenticity of the teacher are explored through reflective analysis and first-person narrative in order to demonstrate how authentic teaching and authentic learning can be supported by a model of effective adult education theories. A general framework for adult education which can be adapted to meet the needs of teachers, learners and subjects is offered as a way to facilitate authenticity in adult education.

ISBN: 0496966960Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Sex and shame: Authenticity in adult education.
LDR:02417nmm 2200289 4500 001 1851093
005 20051216104733.5
008 130614s2005 eng d
020 $a 0496966960
035 $a (UnM)AAI3162715
035 $a AAI3162715
040 $a UnM $c UnM
100 1 $a Glickman, Charles J. $3 1938993
245 1 0 $a Sex and shame: Authenticity in adult education.
300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0055.
500 $a Core Faculty Adviser: Judith Arcana.
502 $a Thesis (Ph.D.)--Union Institute and University, 2005.
520 $a The relationship between authenticity, or the expression of the genuine self, and transformative adult education was explored through the development of a model of adult education that was used to design a semester-long course on sexuality, spirituality and shame for Unitarian-Universalist seminary learners. Grounded Theory analysis of interviews with Unitarian-Universalist ministers and seminary learners was used to analyze the professional needs of Unitarian-Universalist ministers. This analysis was foundation for the development of the objectives of the course. The progression of the course and the implementation of the model of adult learning is described through a first-person narrative of the semester. The academic success of the course was determined through qualitative and quantitative measures of the learners' meeting the course objectives, including analysis of the learners' journals, observations in the classroom, and the Sexuality Opinion Survey. The relationships among the course content, the application of adult learning theories, the authenticity of each of the learners and the authenticity of the teacher are explored through reflective analysis and first-person narrative in order to demonstrate how authentic teaching and authentic learning can be supported by a model of effective adult education theories. A general framework for adult education which can be adapted to meet the needs of teachers, learners and subjects is offered as a way to facilitate authenticity in adult education.
590 $a School code: 1414.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Religion, Clergy. $3 1017702
650 4 $a Education, Religious. $3 1017705
690 $a 0516
690 $a 0319
690 $a 0527
710 2 0 $a Union Institute and University. $3 1017694
773 0 $t Dissertation Abstracts International $g 66-01A.
790 1 0 $a Arcana, Judith, $e advisor
790 $a 1414
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162715