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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 - 2005


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Cite This Article as: Teachers College Record Volume 107 Number 6, 2005, p. 1217-1244
https://www.tcrecord.org ID Number: 11909, Date Accessed: 7/17/2019 10:54:29 AM
 
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About the Author
  • Lyle Yorks
    Teachers College, Columbia University
    E-mail Author
    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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