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Paradoxes of a Long Life Learning: an exploration of Peter Jarvis’s contribution to experiential learning theory.

Paradoxes of a Long Life Learning: an exploration of Peter Jarvis’s contribution to experiential learning theory.
Paradoxes of a Long Life Learning: an exploration of Peter Jarvis’s contribution to experiential learning theory.
The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time. The relationship between the individual and society is a key sociological question that has informed his scholarship. The social context of learning and action will be considered with specific reference to Jarvis’s ideas in Adult Learning in the Social Context (1987) that were developed in Paradoxes of Learning (1992) and evolved in his later work. A constructive critique of his work is provided, one that aims to capture the way in which he has continuously adapted his thinking. Parallels are drawn between Jarvis’s work and more recent writing on reflexivity in social theory that open up opportunities for future research in the field.
0260-1370
23-34
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39

Dyke, Martin (2017) Paradoxes of a Long Life Learning: an exploration of Peter Jarvis’s contribution to experiential learning theory. International Journal of Lifelong Education, 36 (1-2), 23-34. (doi:10.1080/02601370.2017.1269475).

Record type: Article

Abstract

The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time. The relationship between the individual and society is a key sociological question that has informed his scholarship. The social context of learning and action will be considered with specific reference to Jarvis’s ideas in Adult Learning in the Social Context (1987) that were developed in Paradoxes of Learning (1992) and evolved in his later work. A constructive critique of his work is provided, one that aims to capture the way in which he has continuously adapted his thinking. Parallels are drawn between Jarvis’s work and more recent writing on reflexivity in social theory that open up opportunities for future research in the field.

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More information

Accepted/In Press date: 16 December 2016
e-pub ahead of print date: 10 January 2017
Organisations: University of Southampton

Identifiers

Local EPrints ID: 403973
URI: http://eprints.soton.ac.uk/id/eprint/403973
ISSN: 0260-1370
PURE UUID: c2781659-4e17-448f-bceb-14de884bb75b

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Date deposited: 19 Dec 2016 11:16
Last modified: 07 Oct 2020 05:49

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Author: Martin Dyke

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