Memento Mori: On Writing as Laying a Thought to Rest

More-Than-Human Potentials: Posthumanism and Transformative Learning

Constituting Phenomena Through Intra-Action and Intentionality: Is a Posthumanist Phenomenology Possible?

Emergence studios: bringing collaboration and iteration into the social sciences

A Cultural-Historical Analysis of Marsick and Watkins’ Informal and Incidental Learning Model

Reimagining Adult Education as World Building offers a new way of thinking about adult education by re-envisaging how adult education works. It explores how the process of world building, or the invention of a new world or a set of concepts, can be translated into actual and feasible action when turning towards complex, real-life problems.Cultivating contexts where adult educators can become change agents, who recognize that the individual and community are intricately entangled, demands that educators grow new capacities, make new tools, develop thicker networks, and cultivate intentional links amongst each other to foster ecologies of transformation. This book shows how educators can create an ecology or environment for transformative thinking where students can learn to collaborate and use world building tools to create new responses to current issues. It begins by explaining the philosophical underpinnings of world building and the tools that translate pragmatic imagination into scaffolds for individual and collective capacity building. It also illustrates how the worldbuilding protocol makes a difference in adult learning and how this pedagogical tool introduces the ecological approach to adult education. Each chapter explores a practical case study, showing how learners have applied worldbuilding tools to complex challenges.Showing how to apply the world building protocol in a classroom setting, this edited collection will be valuable to Adult Education scholars, researchers, practitioners, and learning facilitators.

Reimagining Adult Education as World Building

Creative, collaborative and ecological approaches to learning

Adult and transformative learning

World building, emergence studios and learning environments

Graduate education and collaborative learning

Relational approaches to educational research

Posthumanist and qualitative inquiry

Augusta University is Georgia's health sciences university and a national center for cyber security education. Home to the state’s only public academic medical center, Augusta’s world-class clinicians are bringing the medicine of tomorrow to patient care today. The university is comprised of nine colleges, including one of the nation's oldest medical schools, the Medical College of Georgia; the Hull College of Business; and the state's only dental school, the Dental College of Georgia.

Trisha Barefield, PhD

Augusta University

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Memento Mori: On Writing as Laying a Thought to Rest

More-Than-Human Potentials: Posthumanism and Transformative Learning

Constituting Phenomena Through Intra-Action and Intentionality: Is a Posthumanist Phenomenology Possible?

Emergence studios: bringing collaboration and iteration into the social sciences

A Cultural-Historical Analysis of Marsick and Watkins’ Informal and Incidental Learning Model