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Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning Through Practitioner-Based Collaborative Action Inquiry by Lyle Yorks - 2005Practitioner research is a topic of growing interest and scholarly writing in the field of education in general and adult education in particular. This article describes a particular form of practitioner research that rests on a participatory worldview and draws heavily from theory and practice in adult learning and action research. Practitioner-based collaborative action inquiry strives to create social space in organizations and other social institutions for generative learning. It is argued that this form of adult education practice is critical in the implementation of emergent forms of knowledge creation and meaning making that have been described as Mode 2 knowledge creation. A robust example of this form of inquiry and the role of adult-learning theory and practice in facilitating it is described in detail as a practice-based example.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Lyle Yorks
Teachers College, Columbia University
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LYLE YORKS is an associate professor of adult and continuing education at Teachers College, Columbia University, where he directs the doctoral program in Adult Education Guided Intensive Study (AEGIS). His current research interests center on action learning, collaborative inquiry, qualitative research methods, and strategic approaches to human resource development. Recent publications include “Toward a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect (with Elizabeth Kasl, Adult Education Quarterly, 2002) and “Beyond the Classroom: Transfer from Work-Based Learning Initiatives” (in Improving Learning Transfer in Organizations, ed. E. Holton and T. T. Baldwin, Jossey-Bass, 2003
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