Susan Goethel Campbell’s exhibition Field Guide explores the nature of art and the conceptual process through a multimedia installation that also reflects upon temporality, art history, ecology and science. Introduced with a time-lapse video of weather patterns captured by web cam over the course of an entire year, atmospheric effects assume the quality of translucent washes that blur distinctions between opacity and transparency, painting and technology. Aerial views of built environments set against expansive cityscapes present essential imagery for large-format digital woodblock prints realized in monochromatic tonals and saturated grids of yellow and blazing orange. Some combine undulating wood grain patterns with pinhole perforations to admit light; others consist of diaphanous walnut stains applied to hand-crafted paper, a self-referential allusion to art’s planarity and permeable membrane. The evanescence of these views is echoed in pristine impressions of filtered dust and shimmering milkweed assemblages contained in Plexiglas light boxes. Known as Asclepias, milkweed is an herbaceous flower named by Carl Linnaeus after Asclepius, the Greek god of healing, due to its efficacious medicinal powers. Like the weather, the milkweed’s reflective silver filaments respond to shifting currents of air paired with gently wafted treetops projected in the viewing room. Here pearls of light corresponding to the spheres and pinpricks of the prints on the walls float randomly over the fictitious frame of a cubical vitrine. Orbs appear and disappear amid nocturnal shadows as figments of the imagination, their languid dispersion eliciting not-ofthis-world sensations of suspension, ascent and transcendence. This joined to the mesmerizing stillness of a gallery pierced occasionally by the sound of supersonic aircraft, a reminder of the machine in the garden. Beyond, the history of landscape photography and the Romantic sublime are encoded in works titled “Old Stand” that render minuscule figures of stationary box photographers against the grandeur of ice-capped Rockies. In some of the works the human figure is effaced as a historical memory through exquisitely modulated rubbings whose unbounded spatiality contrasts with the reflexive interiority of the viewing room. Campbell’s incandescent vision of nature asserts the phenomenal power of art to elevate the human spirit in the presence of heart-stirring beauty. It dares to reaffirm the timeless union between the material and immaterial substance of the universe, between human life and the ephemera of the natural world. f i l m

This Changes Everything: Capitalism vs. the Climate

'New directions for adult and continuing education', published quarterly, is part of The Jossey-Bass Higher and Adult Education Series. This issue, entitled 'Contemporary viewpoints on teaching adults effectively' brings together the perspectives of nine experts on teaching adults. The chapters are: 'Good teaching: one size fits all?' by Daniel D. Pratt (p. 5-15) which cautions against a one-size fits all approach to teaching adults; 'Teaching style: where are we now?' by Joe E. Heimlich and Emmalou Norland (p. 17-25) which reminds the readers that there is no one single approach to teaching and that understanding one's teaching style can serve as a basis for the improvement of instruction; 'The role of the teacher as mentor' by Lois J. Zachary (p. 27-38) which explores the relationship between the roles of mentor and teacher, points out that these two roles are not synonymous and describes key dimensions of effective mentoring; 'Race matters: the unspoken variable in the teaching-learning transaction' by Juanita Johnson-Bailey (p. 39-49) which points to the importance of examining and understanding race as a variable which affects the teaching and learning transaction; 'Teaching all learners as if they are special' by Nancy F. Gadbow (p. 51-61) which considers special learning needs of adult learners and examines effective strategies and technologies that can be employed to meet these special needs; 'Teaching for transformation' by Patricia Cranton (p. 63-71) which provides a brief synopsis of transformative learning theory, seven facets of the transformative learning process as well as teaching strategies designed to promote each of these facets; 'Quantum learning: teaching as dialogue' by Jane Vella (p. 73-83) which examines the relationship between teaching and learning, beginning with a definition of quantum learning and then outlining the dialogue approach to quantum learning; 'Effective teaching of adults: themes and conclusions' by Jovita M. Ross-Gordon (p. 85-91) which integrates information from the previous chapters and discusses the underlying themes and issues related to effective teaching of adults.

New directions for adult and continuing education, no. 93, Spring 2002

The Information Age: Economy, Society and Culture. Volume I. The Rise of the Network Society

Introducing a new hobby for other people may inspire them to join with you. Reading, as one of mutual hobby, is considered as the very easy hobby to do. But, many people are not interested in this hobby. Why? Boring is the reason of why. However, this feel actually can deal with the book and time of you reading. Yeah, one that we will refer to break the boredom in reading is choosing learning to be the world of education today and tomorrow as the reading material.

Learning to be: the world of education today and tomorrow.

It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that underlie research on online participation in e-learning settings. A classification scheme was iteratively developed and used when publications on the topic were reviewed. It was found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation. However, some researchers aim to study more complex dimensions of participation, such as whether participants feel they are taking part and are engaged in dialogues, reflected by using a combination of perceived and actual measures of participation. In conclusion, a definition of online learner participation that acknowledges its more complex dimensions, such as doing, communicating, thinking, feeling, and belonging, is proposed.

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What is online learner participation? A literature review

The juxtaposition of adult education and nation building foregrounds the political purposes of adult education. In this article, nation building is seen as both being driven by legitimate governments and being shaped by other social and economic forces, like liberation, religious, or ethnic movements for change. The region of the Southern African Development Community is selected as illustrative, to demonstrate how adult education and nation building is influenced by local, regional, and global developments. Adult education is integral to social, cultural, economic, and political processes; therefore, to understand adult education and nation building, knowledge of the historical contexts is critical. It is linked to understandings of the ways that adult education is interwoven through development, democracy, and citizenship.

Adult Education and Nation-Building

This paper is located within an action research-based study which aims at supporting the integration of enhanced pedagogies in one university in South Africa. The study recognises that even full-time funded students in Higher Education face economic pressures which mean that student employment alongside full-time study is approaching the norm.  It also recognises that this situation has implications for the pedagogies that are used by university departments, whether students are preparing directly for the professions or undertaking more open-ended courses. In this paper we focus on how one university initiative to create more responsive pedagogies has been negotiated into the practices of three departments in one university with a strong history of engaging first generation university students who are poor. In particular, we draw on Anne Edwards idea of common knowledge to explain how new understandings of pedagogy are negotiated into the practices by the core team and are then deployed within each department. The paper will contribute to methodological discussions by examining how a study, based in an action research framework, which so often can produce unconnected mini-studies, can be brought together using the analytic resources of cultural-historical theory and, in particular, ideas of relational expertise and common knowledge .

/pdf/building-common-knowledge-negotiating-new-pedagogies-in-25r5mrl1j3.pdf

Building Common Knowledge: Negotiating New Pedagogies in Higher Education in South Africa

In this chapter we explore feminist decolonising solidarity, which is about building relations of solidarity among and between women, recognising our differences. We bring attention to how structures of oppression are central aspects of the ongoing project of domination and exploitation through colonisation. The dilemmas confronted by feminist activists engaged in popular education, who are working across differences of race and class, among others, are explored with the goal of explicating some principles, pathways and practices that build relations of decolonising solidarity.

Moves to Decolonise Solidarity Through Feminist Popular Education

In pursuit of social justice and deepening scholarship of adult learning, Elana Michelson invites us to revisit basic understandings of the ‘experiential learner’. As she asks on the back cover: ho...

Gender, experience and knowledge in adult learning: Alisoun’s daughters

This paper is a work in progress. While it is available online it is not a published version. I think it has been published in a different form with a different title together with Heather Ferris. It is available at this website: https://www.researchgate.net/publication/238723042_LIFELONG_LIFE-WIDE_AND_LIFE-DEEP_LEARNING_UTILIZING_THE_LENS_OF_HIVAIDS_1

Shirley Walters

Papers

Adult Education and Nation-Building

Building Common Knowledge: Negotiating New Pedagogies in Higher Education in South Africa

Moves to Decolonise Solidarity Through Feminist Popular Education

Gender, experience and knowledge in adult learning: Alisoun’s daughters

Lifelong, life-wide and life-deep learning: utilizing the lens of HIV/AIDS