Jack Mezirow: Theorist, Researcher, Practitioner, Learner

Jack Mezirow’s theory of adult learning is related to his beliefs about research and actualized in his vision for practice

Do I Really Know You? Do You Really Know Me? And, How Important Is It that We Do? Relationship and Empathy in Differing Learning Contexts

Pedagogical strategies that promote empathy foster learning by supporting meaningful dialogue. Aware that these strategies create risks as well as benefits, educators can make judgments about their potential value by examining relational power, positionality and emotional valence

Factors that affect the epistemology of group learning: A research-based analysis.

This examination of factors that affect group learning is a first step toward developing a pedagogy of group learning, in contrast to individual learning

“Whose Inquiry is this Anyway?” Money, Power, Reports and Collaborative Inquiry

Adult educators who use collaborative/cooperative inquiry (CI) in institutional settings must be aware of potential corrupting influences from money, power and reporting requirements

How Can We Know Each Other when We are So Different? Untangling the Complexity of Diverse Life Experience and Interconnection—A Model for Navigating the Paradox of Diversity to Create Empathic Learning Space

We propose a model that describes how diversity, dialogue, emotion, and empathy interact in learning environments. The model provides guidance for addressing emotionally charged topics in highly diverse groups

Arts, Creative Practice and Leadership

In October 2005, seven people met in New York City to explore the central inquiry question, "How can I claim my own power as an artist/cultural worker, and in that, help create more vital and respected space for artists and cultural workers in society in general and in the work for social change in specific?" The participants represent three of the the five cohorts from the Rockefeller Foundation's Next Generation Leadership (NGL) program, which ran from 1997 to 2002

Learning to Unlearn White Supremacist Consciousness

Using cooperative inquiry as a self-directed learning strategy, people of European-American descent learn to unlearn white supremacist consciousness. Facilitators of changed thinking and behavior include relationships of trust in the all-white inquiry groups and relationships with people of color in participants\u27 daily lives

New directions for adult and continuing education

Publ. comme no 94, summer 2002 de la revue New directions for adult and continuing educationBibliogr. à la fin des textesIndex: p. 105-10

The Influence of Internal Control on the Employment Status of German Workers

Using data from the 1994 – 1996 waves of the German Socio-Economic Panel, this study investigates whether perceived control influences reemployment among displaced German workers. The sample includes 349 workers who lost their jobs between 1994 and 1996. Our results indicate that higher perceived control is associated with increased probability of reemployment following job loss. The findings highlight an important, potentially modifiable determinant of reemployment