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Bainbridge & Murray, 2000.
22Council Recommendation of 29 September 1970 to the Member States on the use of the European vocational
profile for the training of skilled machine- tool operators (70/449/CEE), OJ L 219, O5.10.1970.
23 General guidelines for drawing up a Community action programme on vocational training, OJ C 81,
12.8.1971.
20
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Council Resolution of 21 January 1974 concerning a social action programme, OJ C 13, 12.2.1974.
Council Resolution of 10 February 1975establishing a European Center for the development of Vocational
Training (EEC) No. 337/75, OJ L 39, 13.2.1975.
26 Council Resolution of 27 June 1974 establishing the initial Community action programme for the vocational
rehabilitation of h&icapped persons, OJ C 80, 9.7.1974.
27 Resolution of the Council & of the Ministers for Education meeting within of 13 December 1976 concerning
measures to be taken to improve the preparation of young people for work & to facilitate their transition
from education to working life, OJ C 308, 30.12.1976.
28 Council Resolution of 18 December 1979 on linked work & training for work experience, OJ C 1, 3.1.1980.
24
25

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,OJ L 29, 14.2.1976.
30 Resolution of the Ministers of Education meeting within the Council of 6 June 1974o n cooperation in the
field of education, OJ C 98, 20.8.1974.
31 Resolution of the Council & of the Ministers for Education meeting within the Council of 1976 comprising
an action programme in the field of education, OJ 38, 19.2.1976
29

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Conclusions of the Council & of the Ministers for Education meeting within the Council of 14 May 1987
concerning a programme of European collaboration on the integration of h&icapped children into ordinary
schools & in-service training for for teachers, OJ C 211, 8.8.1987
33 Decision of the European Parliament & of the Council of 14 March 1995 establishing the Community
programme Socrates(819/95/EC)
34 Council Directive of 25 July 1977on the education of children of migrant workers (77/486/EEC), OJ L 199,
6.8.1977.
35 Resolution of the Council & of the Ministers for Education meeting within the Council of 3 June 1985
containing an action programme on equal opportunities for girls & boys in education, OJ C 166, 5.7.1985.
32

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37 Resolution of the Council & the Ministers of Education meeting within the Council, of 19 September 1983
on measures relating to the introduction of new information technology in education, OJ C 256,24/09/ 1983.
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- 166-

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- 167-

 1807

[ Levinson, 1986:283]

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- 168-

 1807

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 1807

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 1807

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 1807

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- 175-

 1807

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 1807

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- 179-

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- 182-

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- 185-

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- 186-

 1807

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- 187-

 1807

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- 188-

 1807

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- 189-

 1807

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- 190-

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- 191-

 1807

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- 192-

 1807

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O Knowles
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(Jarvis, 1988 : 98-99). Elias
(1980: 252 255) , Erikson
Piaget,

Knowles
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(Jarvis, 1988: 100 101).
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(Jarvis,
1988: 100 101).
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127

: Davenport, 1987 Thorpe, Edwards & Hanson 1993: 111.

- 193-

 1807

,
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MALCOLM KNOWLES 128
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(learning by doing).
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- 194-

 1807

(Melamed, 1989: 193),

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- 195-

 1807

(Melamed, 1989: 193).

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Lewin Piaget.


Kolb 132.
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Kolb

,

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(force field theory) 133,
,
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(scientistic) Scott & Ruddock (1989)] (, ,
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(Kolb, 1993: 138).
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(force field
analysis).
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- 196-

 1807

.

(feedback) .
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(definitive concepts),
-- 136.
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.
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- 197-

 1807

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(sensitising concepts) (definitive concepts).
137

LEWIN
[ Kolb, 1993: 139]

N
N

- 198-

 1807

Dewey ( 2).

J. DEWEY
[ Kolb, 1993: 141]

/
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26
Dewey
( Kolb, 1993: 141)

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- 199-

 1807

139.

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,

(Dewey, 1980: 53-54)141.

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(continuum) (interaction)
Piaget.

.

, , .
PIAGET:

Piaget ,
(continua) .

Dewey


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- 200-

 1807

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- 144,
.
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Piaget


14-16 ( 3). (0-2 )
Piaget
(enactive) - (reactive).
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(a ccommoda tion)
(schema s) , (assimilation)
. -
Piaget, (intelligent
adaptation)-
. Piaget.
144
Pia get (schema s).
,
Piaget. Pia get
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1981: 254). Piaget.
.
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(imita tion:
) ,
.
(pla y: ),
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1995).
142

- 201-

 1807

.
- (sensory-motor) 146,
, , 147.

J. PIAGET

[ Kolb, 1993: 143]

1.

2.

4.

3.

27
Piaget
( Kolb, 1993: 143)

(2-6 ), ,
,
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(Salkind, 1981:
267). - - ,
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- ,
(goal-oriented behaviour)
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( Kolb, 1993: 142).
146

- 202-

 1807

, .
(7-11 ), .
Piaget .
149.
Piaget
(12-15 ).
150.
Piaget ,
,
.
, , -

, (learning styles)
-, , , , --
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.
148

KOLB :


Kolb,
,

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.
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.
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- 203-

 1807

.
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(Kolb, 1984)
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152
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151

- 204-

 1807

28
Kolb
: /, , , , .
( Kolb, 1993: 151)

,
Kolb
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(Kolb, 1993).
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153.
.
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,

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Kolb.
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.

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,

(Kolb, 1984).
.
(concrete experience) - Kolb


.
154 - -
- -
,
.
153

- 205-

 1807

Dewey Lewin
- (reflective observation)
Dewey, (abstract
conceptualisation) (active experimentation)
(Melamed, 1989: 193). ,
Kolb .

155.
,
(
Kolb). -
- .

(Scott & Ruddock, 1989).
Kolb ,
Dewey, Lewin Piaget,

,
, . Kolb

.

. - 156.

( ).

157.
.
Kolb ,
(reflective observation)
Dewey.
157 Jung (1923),
, Kolb
.
.
,
Kolb : , ,
( Scott & Ruddock, 1989).
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,

.
.
.
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156

- 206-

 1807

.
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:

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, 160.
,
.
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Dewey
.
,
.

(Toye, 1989: 227).
158

,
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(
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, ,
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, .

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.
- 207-

 1807

. Piaget
,
(
),

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- ,

, (..
) 161
(Tennant, 1988).

LEWIN
DEWEY
PIAGET
KOLB

/
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/
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. .
Lewin Kolb,
-

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Featherstone (1993: 176) (relational concept).


( ).
161

- 208-

 1807

-, - - 162.
,
,
(Tennant, 1995).

,


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Watson, Hull Skinner 163.
.

164.
.
.

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, (Jarvis, 1983).
163

Locke. Locke - .
,
.
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,
(

),
.
,
o (Kolb, 1993: 144).
164
,
. -

(Kolb, 1984).
162

- 209-

 1807

Dewey,
.

,
Kolb (1993)

,
. Van Der Camp (1992)

,
166.
,
.
, 167.

.
.
168



(. Kolb).


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.
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(Kolb, 1993: 145).
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.
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1993).
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.
Kolb (1993) ,
:
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.
165

- 210-

 1807

. ,
- -
,
(COR model).
.


.

Jung (1923),
,
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,

169.
.
.

.

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(Long, 1983: 49).

.
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.
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. Kolb,


( Lewin).
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(Tennant, 1 9 9 .5
)

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- 211-

 1807

, 171,
172
. ,
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(Kolb, 1993: 153-154).
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(exchange)
(interaction) Dewey,
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.
171
172

- 212-

 1807

,

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174

- 213-

 1807

, .


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(Women Studies), , , (),
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- 214-

 1807

.
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- 215-

 1807

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- 216-

 1807

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- 217-

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- 218-

 1807

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G. Weiner 158


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- 219-

 1807

.
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- 220-

 1807

,
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Moreland Lorett (1997)

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- 221-

 1807

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.



.
Blundell Stalker (1992. 2001)
,
Shipley (1997)
. , Forrester (1995)


. ,
,
.

(Tian, 1996). , Bird (1999)

.
, Belenky, Campbell
Stalker,

, .

- 222-

 1807

,
.


,

.
.
,
. Smith, Griffith,
Schickendanz, Grittenden, Noonan

. .
,
.
, Hart
. ,



(, ) .
,

. ,
,

.
,
.
, Luxton, Waltzer England
. ,
,

. ,

.
,
,
.

.
Campbell Hart

- 223-

 1807

. ,
(.. )
.

.
, ,
.

.
McFarlane
. ,

. ,

. ,


.
, ,

.

.
, ,

.

.
,
, .
.
, ,
, . ,
,
. ,
.... (
).
.
, ,
, ,
.
,

- 224-

 1807

.
, ()

.


.
,
:
,
.
,
.

.


() .
,
, ,
.
, ,

, . ,
( ,
, , ) 19, 7%,
60, 4%
.
, , ,
, , 78, 4%
70% .

.


.
,

,

.
- 225-

 1807

9


, ex post f acto , Meziro w
, Br ookfie ld
, Schn.



, 182,
,

.
183 ,

.


.

,


, ,
,
, ,
(Kennedy, Fisher & Ennis, 1991). Kenny,
Ralph & Brown (2 0 0 0 )
.
.


.
183 Paulo Freire (1970), Carr & Kemmis (1986), Jack Mezirow (1981,
1990, 1991), Patricia Cranton (1994), Peter Jarvis (1987, 1995), Edward Taylor (2001) o Stephen
Brookfield (1987, 1993, 1995, 2001, 2002, 2002)
Maxine Greene (1986, 1990), Kitchener & King (1990), Victoria Marsick (1990),
Merriam & Heuer (1996) ,
Boud, Keogh & Walker (1985), Peter Alheit (1995, 2002), Hobson &
Welbourne (1998), Kenny, Ralph & Brown (2000), Pithers & Soden (2000), Reijo Miettinen (2000)
Marianne van Woerkom (2004), Schn, 1983

.
182

- 226-

 1807

, ,
. ,
,

.
,


.
(


) Hegel arx,

(Frankfurt School of Critical Social Theory)
Habermas, Adorno, Horkheimer, Marcuse Fromm, Gramsci.


Habermas.
Habermas, Brookfield (2002) Marcuse

( ,
), Erich Fromm ( ,

,
) ( Brookfield, 2002).

(
), Freire.
Freire
(
, )
,
.
,
Habermas,
.
Jack Mezirow

,
1980. Mezirow

,
- 227-

 1807

( Brookfield, 2001
& 2002).


,


(perspective transformation).
,

, ,

,
,
.
,



,
, .
EX POST FACTO
: ;

,
,
.
.

,
() 184. Dewey (1933),
,
Boud, Keogh & Walker (1985: 19) More (1974)
(affect)
Greene (1986: 441) (imagination).

, ,
(
)
(dialogue) /
( Cinnamond & Zimpher, 1990: 67).
184

- 228-

 1807

, ( King
& Kitchener, 1994). Dewey (1933: 118)
(confusing) (problematic situation).
(reflective thought) (active),
(persistent)
(supposed form of knowledge)
,
. Dewey (1933) (doing)
(activity) .
(trying) ,
( Raelin, 2000).
(sequence of ideas),
- (con-sequence) ,
(consecutive ordering),
( 1),
(outcome) /
( ).

29

- Dewey.
-

.
/ ,
... Dewey (
).

Dewey
, 185.

,
.
Dewey, .

.
Dewey
(pervasive) - (self-rectifying) .
185

- 229-

 1807

, ()
.
Dewey, 186
( 2) : (1) ,
(suggestions) , (2)
(intellectualization of the difficulty or perplexity)
, (3)

, (4)
, (5) (testing)
(overt or imaginative action).
Dewey ,

,
.
,
.
Smith (1999),


.

Dewey (1933: 199-209)

( 2
Miettinen, 2000: 54-72).
186

- 230-

 1807

:
:

:
:

:
:

30
Dewey
Miettinen, 2000: 65.

Dewey


( Dewey),
.
Kolb & Fry (1975) Kolb (1984,
1993)187. Kolb & Fry
(episodic memory)
Miettinen (2000: 70) Kolb (1984)
Dewey,
Kolb Dewey
.
Dewey
,
, Dewey

. . Cinnamond & Zimpher (1990:
58) Dewey,

,

(active experimentation) Dewey, .
187

- 231-

 1807

() (semantic memory)
,
.

. Kolb & Fry
Lewin 188, o
( 3),

,

,
.

31
Kolb & Fry Lewin
Smith, 2001: www.infed.org/b-explrn.htm

(spiral)
.
, Kolb & Fry

.


Jarvis (1987). Jarvis

(potential learning situation)
Miettinen (2000: 57), Kolb
Lewin, , Kolb
Lewin, Lippit Lewin 1946.
188

- 232-

 1807

(non-learning) , -
(non-reflective learning) 190
(reflective learning) 191
( 4). Jarvis (1995) - (non-learning)

.

(
,

).

(pragmatic)
. Jarvis
Kolb, .
.
, ,
Jarvis
. Kolb
.


.
189

Jarvis :
(presumption). .
(non-consideration).
. (rejection).
190 Jarvis ( 4): -
(pre-conscious) ( 1-3 6 4 9 ).
,
. (practice) ( 1-3 5 8 6
4 9 ).
,
, .
(memorization) ( 1-3 6 8 6
4 9).
191 Jarvis ( 4):
(contemplation) ( 1-3 7 8 6 9).
.
(reflective practice) ( 1-3 ( 5) 7 5 6
9). Schn (1983)
( ) ( ) (on action
in a ction). (experiential learning) ( 1-3 7 5
7 8 6 9).
() (pragmatic knowledge).
189

- 233-

 1807

[2]
---------------------[3]

[1]

[5]

[4] :
:

[8]

[6]

[7]

[9] :
:

32
Jarvis
Smith, 2001: www.infed.org/b-explrn.htm

1980 ,
, Jack Mezirow (1978, 1981, 1990, 1991,
2000 & 2003)

(perspective transformation) 192
Erikson, Gould, Kohlberg
Levinson, ( )
( Mezirow, 1981: 13 ..). ,

.
(
) (
[sic] )
,
.
,
. perspective transformation
. Mezirow (1981) ,
(emancipatory action)
(perspective transformation).

(college re-entry programs) 1978.
Mezirow
,
192

- 234-

 1807

. Mezirow (1981: 4-5)
Jrgen Habermas 193,
(learning domains)
: (technical), (practical)
(emancipatory) 194 195.
(succession of transformations)
(meaning perspective).
- (psycho-cultural
assumptions)
, .
Mezirow -


.
Mezirow ( 6)

( )
-
.
(reconstituting)
.

,
, ,
( Mezirow, 1981: 6-7).
193 (1981) Habermas, Toward a rational society (1970) Knowledge
and human interests (1971), (1990 & 1991) Legitimation crisis (1976)
The theory of communicative action (1984).
194 , (selfknowledge), - (self-reflection),
(
Habermas, 1970).
,
(libidinal),
,
. (critical self-awareness), Mezirow
,
Freire (1970).
195 Mezirow (1 9 8 1 :1 7 )

(, ),
(-)
.
,

,
.
- 235-

 1807

:
(work) 196, (interaction) 197 (power).
Mezirow
Freire ,
Habermas ,

, Habermas
198.
Mezirow (1981)
. Mezirow (1981: 67)
Mezirow,
. (instrumental
action),
(
, 1978: 64).
197 Mezirow (1 9 8 1 4
: ) ,
Habermas, ,
(communicative action). (1978:
64), Habermas .

,
.
Habermas
(), . Mezirow (1981: 5),
Habermas Toward a rational society (1970: 92),
(set)

.
(meaning)
. -
.
Freire ( Freire,
1970).
198
( )
Mezirow

.
-

Habermas Mezirow
. (1990: 167)

,
. Habermas,
,
.
196

- 236-

 1807

-
,

,

199 ( ).

Freire (1970) (problem posing).

.
Freire
o (conscientization). Mezirow
.

. ,

,
.
, ,
( Hole & Levine 1971). ,

. -
(Freire 1970) .
.

.

.
. ,
.
. , ,
. .
(alienation)
,
.

. , ,
,
. ,
/ .
,
.
o-o .

.
.
(
Hart, 1990).
199

- 237-

 1807

Mezirow
Habermas, (meaning)

.

,
, ,
(Mezirow, 1990). O Mezirow (1981: 9-11)

1978 ,

(,
) 200 (critical awareness
Freire critical consciousness Mezirow)

.
, ( )
, , ,
,

,
201 ( 5).

.
: (conceptual reflectivity)

(psychic reflectivity)

,
, ,
(theoretical reflectivity) ,

( ),

.
Mezirow ( Mezirow, 1981: 13).
201 Mezirow (1990) Dewey
(instrumental)
.

,
ex post facto ( Habermas, 1987).
Dewey ,
(instrumental thinking),
. Dewey, Mezirow
(critical reflection)
200

- 238-

 1807

Mezirow
,
( 5 -consciousness)
, , ,
, ,
(reflectivity).
, .
(affective reflectivity),
, ,
.
(discriminant reflectivity),
, , ,
(contexts)
(.. , ,
, .),
(judgmental reflectivity)
(value judgments) , ,
, ( ,
, ).

,
.

, (hiatus)

.

.
- 239-

 1807

()
()
()

(), (
(), (
()

33
Mezirow



Jrgen Habermas.
Mezirow (1981: 12)

, Boud, Keogh & Walker (1985).

202 (intentions) .
,
, ,
- - -
(emotions),
. O Taylor (2001: 219), Rearden (1999: 10),

.
-,
. -
,
.


.
202

- 240-

 1807

(: 24)


.

.
,
.

. ,
, Boud, Keogh &
Walker (affective aspects
of learning).

.
Dewey
Mezirow,
6. More
(1974)
,
203,
(stages) , (Boud,
Keogh & Walker, 1985: 27 . ).
(returning to experience).
, (replaying the
experience in the minds eye)
.
(attending to feelings).
. (utilizing
positive feelings)
,
.

(removing obstructing feelings).
, (re-evaluating experience),
, Taylor

Mezirow Brookfield
.
203 More (1974: 136-140) , (cognitive),
(behavioural) (affective)
(emotional) .

(: 137).
- 241-

 1807

, ,
, .

34
Boud, Keogh & Walker
Boud, Keogh & Walker (1985: 36)

,
. Boud, Keogh & Walker


204.
Mezirow (1 9 9 05: )


. ,
, , ,
, .
, , , .
.
Boud, Keogh & Walker o Mezirow (1990)

.
Boud, Keogh & Walker
Mezirow
, Boud, Keogh
& Walker, ( Mezirow

, . 6 )
,
204

- 242-

 1807

. Schn (1983)
(reflection on action),
,
(battery model), Brookfield (1987)

, o
: (1) , (2)

, (3)
(4) . Brookfield (1987: 13)
(logical reasoning)

.
Garrison (1991) (
, , , ,
)
Mezirow.


Ennis (1993)
.

205,

206.

207.
,
.
.
Boud, Keogh & Walker.
205

( Elder & Paul, 1994).
206 Kennedy, Fisher & Ennis (1991)
, , , , ,
, , ,
.
, ,

.
207 Pitchers & Soden (2000: 239) (evaluation)
.
- 243-

 1807

,
,
,
, , ,
.
quasi

.
/ ,
, ( Garrick, 1998).

,

.

,

.
ex post facto
.
,
.

, ,

.


, ,
, .


,
,

,
,
.

,
- 244-

 1807

,
,



,
, .
,

,


.

.
- .


,
.

,


,

.




(critical reflection). o Brookfield
(2002: 96)



( ) ,
( )
.

,
- 245-

 1807

208, ,
.

,
(self-directedness)
- , ,
,
, .




,
, .

.
,
,
,
- (.. , , ).
.
.
. .
, ,

,
. ( )

,

.
. (

Habermas) .
Agger (1994: 4-5) ,
( ) ,
,
(structure) (agency)
, (. . ,
, .). Agger
Mezirow
Brookfield.
-
:
Habermas,

.
208

- 246-

 1807

: (
)
;


,
,
, 209
,
.

,


,

.

,

, Mezirow (1990)
, (,
, .) .

/
,
,
,

.
Cranton (1994: 142)

,
,

.

,
209

Mezirow (1991).
- 247-

 1807

210 ( 1).
(empowerment)
.




.
,
;

,
.

210

- 248-

 1807

:
:

:
:

:
:

:
:
-

35
Cranton

Cranton (1994: 143)

Parker (1997: 31)

- (idea of reflective teaching),

,
.


. Parker (1997: 41)
(material
conditions)
.

, , ,
, ,
- 249-

 1807

. Parker

, ,

,
,

.
McCarthy Habermas (1976: xviii),
(reflective teaching).
Habermas
,
.
, ,
,

(ideal speech situation),
,
( Parker, 1997: 53).
Brookfield, (1995: 2)

,
(
).
Brookfield
,


(.. , ,
,

,
.).

( )



. Brookfield (1995: 22-27)

.


.
,
.
- 250-

 1807

.


.

. Brookfield (1995: 29-44)
.
,

, .

/ . -
.
, ,
.

, ,

-,

.
Brookfield (1987) ,

.
-
,
, 211. Cranton (1994:
142) (different types of
power) ,
(without awareness). Cranton

. Gramsci (1978), (hegemony),
,
, , ,
,
. .
, .
. ,
(
Brookfield 1995: 9-21). ezirow (1991)

. -
,

211

- 251-

 1807

(awareness)
,
- . Brookfield (2005)

,
.
.
- ,
,
(
),
(power of agency).
,
.. (Brookfield,
2001: 8-9).

- 252-

 1807

Brookfield

,



. , , ,
,

(Merriam & Cunningham,
1989).
, , .
. , , ,
,
,
. Brookfield (1995)
,


212 (Merriam & Heuer, 1996).
Freire
1970 213
.
,

.

Brookfield
. . . .
, ,
..
. ,
, .
... ,
.
, .

, .
...
213 Freire,
,
,
.
. Freire
(banking education).
212

- 253-

 1807

( )
- ,
- ,
Cranton
(1994),
( )
()
.
.
Schn (1983) -

, , .

, ,
.
,
.
.

-
.

.
,

.

(, , )
.
.

. ,

. ,

, .
- ,
,
. Freire
.
- 254-

 1807

, .
, ,
.
,
, .

- , ,
-
,

. ,

, ,
(
). ,
.
,

,
( )
.
.




.
Gur-Zeev (2002),
, .

(Pithers &
Soden, 2000).

,
(Brookfield, 2005).

,


.


- 255-

 1807

.

.
.
, (Marsick & Watkins, 1990: 4).


(Hager, 2004: 22-23). (learning
organization)

. 214.
,
,
. ,
(facilitator),
, (selflearning) (open-distance learning). ,

(Stahl et al., 1993: xiii-ix).
,
, (informal) 215 ,

- (.
Preston, 1999: 564) ,
(globalization)
(detraditionalization),
(institutionalization of reflexivity). Giddens,

. Hake, Giddens
(reflexivity)
. (Hake, 1999: 80-81). ]

(Stahl et al., 1993: xiii-ix). [
, . , 2006:
9-14).
215 (informal learning),
(non-informal learning) (incidental learning),

(Marsick & Watkins, 1990: 12-13 Watkins & Marsick, 1992: 115).
,
,

. ,
. ,
214

- 256-

 1807

.
, .
.
(individualization)
(self & social reflection). (self-reflection),
.
(Stroobants et al., 2001: 114-115, 124).


, , .
, ,
,
. , ,
, ,
- (Williams, 2005: 33-34) 216.


(Argyris &
Schn), (Marsick Watkins)
(Mezirow) -.
Argyris Schn

(organizational learning)

.
,
.

.

,

(Nyhan & Kelleher, 2002: 217). ,
(single-loop learning),
,
(Ellinger, 2005: 389).
216 -,
Williams, C. (2005). The discursive construction of the competent learner-worker:
from Key Competencies to employability skills, in Studies in Continuing Education, Vol.27, No 1, March 2005,
pp. 33-49.
- 257-

 1807

. ,
.
, -
(double-loop learning) (Roth & Niemi, 1996: 205).
(critical reflection) (Van Woerkom, 2004:
184).
Argyris & Schn
.

. , ,

. ,

.

, ,
, ,
,
,
(Smylie, 1995: 100-101).


(Argyris & Schn, 1996).
- (
)


,
.
(Model I
theories-in-use) Argyris & Schn,
,
. ,
(Model I theories-in-use),
, ,
(Van Woerkom, 2004: 184) 217.
,
, ,
Argyris & Schn, . Schn, D.A (1987). Educating
the reflective practitioner, San Fransisco: Jossey-Bass Publishers SMITH, M. K. (2001) 'Chris Argyris: theories
of action, double-loop learning and organizational learning', The encyclopaedia of informal education,
www.infed.org/thinkers/argyris.htm.
217

- 258-

 1807

.

( ).
,
, ,
.
.
(individual learning),
(organizational learning),
(Sugarman,
1998: 81).
(Van Woerkom, 2004: 184-185).

36
Marsick Watkins (1990),
, (incidental &
informal learning theory) :
(proactivity), (critical reflection)
(creativity). ,

,
.
,
. ,
.
.
( Mezirow )
, (explicit)
(tacit) ( Argyris &
Schn), .
Marsick,
. ,
- 259-

 1807

-. -

(Marsick, 1990: 23-25).
,
. , Argyris &
Schn, (single-loop learning) (double-loop learning) ( ).
, ,
Marsick & Watkins
,
(organizational culture).

.
, .

,
.

(non-learning) .
,
,
. ,
,
-,
.
(brainstorming), , - (Marsick
& Watkins, 1990: 28-31).

,
,
, (Marsick & Watkins, 1990:
28-31 / Smylie, 1995: 100-101).
Mezirow
. Mezirow
:
,

. (instrumental learning),
(social culture)
. ,
.

- 260-

 1807

(Marsick, 1990: 23-25) 218.
(communicative learning),
.


, . ,


. , (holistic
learning),
. , ,

, .
Marsick Mezirow
(action-learning),
, - (Marsick, 1990: 23-25). Watkins,
(transformative learning)
(
) .

, (Marsick & Watkins, 1990: 227).
,
Argyris & Schn
, Marsick -
. -

. ,
,

(Van Woerkom, 2004: 185).
() &

()
Mezirow (reflection) ,
(implicit), .
, (ex post facto) .
(critical reflection), ,
,
. - (critical self-reflection), ,

, , , (Van Woerkom,
2004: 180).
218

- 261-

 1807

. ... -
, ,
,
(London,
1992:53). Stahl et al.,
,
.

,
(/ )
( / ) (Stahl et al., 1993:10-11).
, ,
,

.

.
,
,
- .
,
, - (double-loop
learning) (Van Woerkom, 2004: 178).
, Cunningham,

,
(Cunningham, 2004: 227-230).
.
Schn (1983), Argyris & Schn (1996), Nonaka & Takeuchi (1995),
Marsick (1988), Marsick & Watkins (1990),
.
- - (result-oriented)
.
,
,
. Marsick & Watkins, ,
(facilitator). Van Woerkom
.

- 262-

 1807

, (tacit) (explicit) (Van

Woerkom, 2004: 178, 182) 219.
Schn,
(critical reflection)
.

..
,
(Garrick & Clegg, 2000:
281).
,
. ,
, .
(Van Woerkom,
2004: 178, 182).
, Schn (1983)
.

, ( )
( ).
(reflection-in-action) (reflection-on-action).
, ,
(Van
Woerkom, 2004: 182). Argyris & Schn
,
,
,

.
- (Schn,
1987: 292).
, Nonaka & Takeuchi (1995)
(externalization)
, (tacit)
(explicit).
,
.
, ,
(Van
Woerkom, 2004: 182).
,
, . , . . 38-43.

219

- 263-

 1807

.



(Marsick & Watkins, 1990: 3).

.
. ,

.
.
.
,
(De Vito,
1996: 91).
Marsick Watkins,
(reflective
transformative learning).
,
, .


.
. ,
(Marsick & Watkins, 1990: 237-239).
, / /
,
.
(articulation) ,
,
. (reflection)

,
,
(De Corte, 1992: 97-99).
(facilitator),
,
. , ,
.
.
- 264-

 1807

,
(Brookfield, 1986: 124-125). (Hughes, 2002/ Webb, 2003/ Fuller &
Unwin, 2003)
,
.

,

.

(Hughes, 2004:
276-277, 282, 285) 220.


.
.

.
.

(Neil, 1991: 122-123).
-

. ,

. ,
.
(, , ),
.

.
,
, .

-

.
, .
o
,
, Rogers, A.
1999: 105-107, 158-162, 215-235 & Cross, . 1988: 99-108).

220

- 265-

 1807

. ,
.
,

. ,

,
, ,
.
,
(Brookfield, 1986: 123-126).
-

.

.
( ) ,

. ,

.

.
.

(people-oriented managers),
(De
Vito, 1996: 87-89).

,
.
(Chivers, 2003/ Ellinger et.al, 1999/ Marsick, 1987/ Schn, 1983)
.
,

( )
-.
, ,
,
. ,
,
, .
- 266-

 1807

, ,
( ) (Roscoe,
2002/ Kuit et al., 2001).
,
, -
(one-to-one reflection) (group reflection) .
Brooks (critical reflection)

(
- ). ,


. ,
. ,
,
.

, .
, ,
.
-,
---
(Chivers, 2003: 5-8).

(project), :
. ,
, .
, ,
.
.

. .
.
( ).

, .
,
.
(Chivers, 2003: 10).

.
, , ,
- 267-

 1807

, ,
, ,
.

(De Vito, 1996: 90-91). Argyris & Schn,
,

.
,
(Billett, 2001: 31).

,
,
.

- ,
,
.

.
.
,
,
(collective learning),
(Watkins & Marsick, 1992: 116-117).
Chivers
,
,
. (affective domain)

,

. ,
,
(Chivers, 2003: 6). Heron
,

. ,
.
(feedback),

. ,

- 268-

 1807

(group reflection). ,
,
(Heron, 1985: 134, 138).
.
,

.

(2006: 84 . .).
.

. Dewey, Lewin
Piaget
,
.
- ,
(Lee &
Sabatino, 1998: 162-163).
-
(reflective learning),
:
o
.

, .
o

,
.

.

.
,
(Bourner, 2003: 267-270). , Kolb,
. ,
(Conlon, 2004: 288).
,
, , .
. ,
(capacity
to think reflectively) (Bourner, 2003: 270-271).

- 269-

 1807

Bourner

:
.
.
.

.



- (Bourner, 2003: 269270).
Heron
.
, . ,
,
. ,
, ,
.
.

,
, .

.
. ,

. ,
, ,

(Heron, 1985: 131-132, 134).
Van Woerkom (2003)
,
.

.

, ,

.
, (experimentation),
(learning from mistakes), (career awareness),
- 270-

 1807

(critical opinion sharing),

(asking for feedback)
(groupthink).

(self-efficacy) -
(critically reflective work behavior).

.

. ,

(Van Woerkom, 2004: 186-187).

.


(Conlon, 2004: 290-292). .

.

. ,
.

(Cunningham, 2004: 237-238).
,
. , ,
, ,
,
.

.
,
(Jarvis, 2006: 206-207). ,
,
(Jarvis, 2006: 201).
,
.

(Van Woerkom, 2004: 185-187).

- 271-

 1807

Jarvis .
,
.

.
(Jarvis, 2006: 210).

- 272-

 1807

10

( )
( meaning making)


.

, ,


,
(critical reflection)

.

221 ,
().
222
.

Boud, Keogh & Walker (1985: 19) More
(1974) (affect)
Greene (1 9 8 64 :4 1
)

(imagination).
, ,
(
)
(dialogue) /
( Cinnamond & Zimpher, 1990: 67).
222 O ( , 1140b35) ,
.
. McPherson (2005: 708 . .)
Dreyfus (2001) ,
(novice, advanced beginner, competence, proficiency, expertise,
mastery, practical wisdom)
, ,
(practical wisdom)
(emergent) , ,
, ,
.
,
(. . : 715).
221

- 273-

 1807

.
,

.
, ,



.


, .
,
, , ,
.
, , ,
, 223.
:

, ,

.

.
,

, .

.

.
(meaning making)
. Lindeman (1926)
(reflective learning)
(reflective practice)
(Jarvis 1995: 288).

. ,
.

(Mezirow 1990: 8).
223

- 274-

 1807

, .
Lindeman
.
-
(non-vocational ideals), (situations not subjects)
(peoples experience) 224. O Knowles (1990)
Lindeman,
,
,
. Mezirow (1990)
, ,
-
. ezirow (1990: 12-18)
,

(distortions)
.
(epistemic
distortions)
(sociocultural distortions)

(psychic distortions). (),
() () ,

.
Jarvis (1987: 7073)
,
(, ,
, .) ,
.

, ,

Lindeman
(action-oriented form of education).


(collaborative and informal education)
,
, . Lindeman .

.
224

- 275-

 1807

. Mezirow (1990) :
226 (meaning schemes)
, , ,
-
,
227 (meaning perspectives)
,

. Mezirow (1991)
,

,
228: (content reflection)
,
(process reflection)
,
(premise reflection)


.
().
ezirow
(transformative learning)
ezirow :
225

Mezirow (1 9 9 1
)

,
. ,
.

.
226 .
.

, . - ,

.
227 , ,
, , .

, , . ,

. .
228 Cranton (1994: 49-50).
225

- 276-

 1807

229 .

/

;

2
Mezirow
Cranton (1994: 51)

Merriam & Heuer (1996),

- 230
Mezirow,

( 1).
Mezirow , Merriam & Heuer
(1996: 243-255)
().
:
(cognitive), (motivational) (affective).


(contextual).
,
. ,
.

.
ezirow Freire
(emancipatory learning),
,
,
.
230 Merriam & Heuer (1996: 246 & 248-249).
229

- 277-

 1807

(context-dependent).
,
.
/
/

(,
,
,
, )
)

(
,
, )
)

37
Merriam & Heuer
Merriam & Heuer (1996: 252)

Merriam & Heuer (1996) Jarvis (1987)

,
,
,

.

. (disjunction)
( ) ( ),
(mastered).


. Merriam & Heuer (1996: 251)
,
- 278-

 1807

Merriam & Heuer

- Jarvis (1987)
(, ) ,
.
,
,
.


, ( )
.

ex post facto .
,
.
.

,
, , ,
, .
()

,
. ,
.
,




Mezirow,
.

, ,
,
,
(Mezirow 1990: 2-5).
,
(Merriam &
Heuer, 1996). Mezirow
- 279-

 1807

, ,
: ,
, . ,
,
(meaning perspectives).
Cranton (1994: 50)
,
(meaning schemes),
, (premise)
, (,
-, )
.
(
communicative learning)
,
, ,
,
, , , , ,
, (Mezirow 1990: 8-9 & 18).

(
),
- (
instrumental learning).

,
, ,
() ()
, ,
.



.

. ,
,
.(Merriam, S. & Caffarella, R.1999: 3)

, ,
.
,
- 280-

 1807

,

.

.


.
. (McWhinney, Will &
MarKos, Laura 2003: 16-17)

.


.

.

.

.


.

,
.

.

.
(McWhinney, Will & MarKos, Laura 2003: 20)

. ,

, .
,


.


. ,
- 281-

 1807

.

,
.

.
.

. ,

.

. (McWhinney, Will & MarKos,
Laura 2003: 21)

.
.
,

.

.
,

.

,
. (McWhinney, Will & MarKos, Laura 2003: 24)

. ,

, .
,

.

, ,
. ,

- 282-

 1807

.
, ,
. (Cranton Patricia 22)
Mezirow
, ,
. .

, ,
.
, ,
. ,

Mezirow
.
1975 83

. Mezirow
( personal transformation)
.
,

. ,



.
,


.


, .




. (Patricia Cranton:23-24) Mezirow
, ,
. (Yorks, Lyle & Kasi, Elisadeth 2006: 6)

- 283-

 1807

(Patricia Cranton:24)


.
Mezirow
,
, , ,

. (Patricia Cranton:24)

,

. (Taylor, Edward: 47-)
, .
Mezirow
.
, . ,
.


.
,
. (Taylor, Edward:
59-)
,
.

,

.
.(Yorks, Lyle & Kasi, Elisadeth
2006: 51)

.

. (Taylor, Edward:49 -)

,
.

.

- 284-

 1807

.
. (Patricia Cranton:25):

.



.

.

, ,


. , ,

.


.
-,

.


,
. (Knox, Alan 1991: 198)
Cranton
Neuman 1996.
Neuman

. Neuman


. ,

. Neuman

. ,

,
- 285-

 1807

(Taylor, Edward:56-57 )
.

,
.

.
. ,

.,

,
. ,

,

.
,

. ezirow

.


.
.
,

.


.

.



.
.

, ,
- 286-

 1807

, , .

. (Knox, Alan
1991:199)


,
.

,
.
,
,
. (Knox, Alan
1991:200)
MEZIROW
Mezirow
.
Mezirow ,

, .

. Robert Boyd



.
,

. ,
, .

,
.
Boyd

.
.

, ,
,
.
- 287-

 1807

, .
Mezirow
Boyd
. (Merriam, S. & Caffarella, R.
1999:34-35)
Patricia Cranton
,
. ,


.

.
.

, ,

.
,
.
. (Merriam, S. & Caffarella, R. 1999:36)

.

, , ,
, . ,

.


.
.
.
. (Kiefer, Tina 2002:39)

,
,
.

.

21
- 288-

 1807

.
,
.
.


.
.

.


.

. ,
,
.

.
. (McWhinney, Will &
MarKos, Laura 2003:31-33)



. (Yorks, Lyle & Kasi, Elisadeth 2006:56)

.

. ,
,
. (Kiefer, Tina 2002:42)

, , ,
,
,
-.
,


.
,
. (Cranton
Patricia :29)
- 289-

 1807

- 290-

 1807

OSHER LIFELONG LEARNING INSTITUTE

Osher
Lifelong Learning Institute
.


.

, ,

.
,
, ,

.
taboo.

.
,
.



.

Osher Lifelong
Learning Institute

.

,

.
(Lighfoot, Kali & Brandy, Michael 2005: 221-235)

,

.
,
.

- 291-

 1807

,
. ,
,
.

.

, taboo
. ,
, .
,

.

.
,
.
,
.
.

.

,
. ,

.
.


. (Cohen, Judith Beth 2004:242-252.)

- 292-

 1807

11


Maslow,
, - ,

, , o

.

/
Maslow
[ Jarvis, 1988: 15]

- 293-

 1807

,
231.

39

,
. .
( ) () 232.
,
(.. ).
.
- ( ),

.
,
() .

233
234.

Houtkoop & Van Der Kamp (1992)

, (key competences)
,
( ).
232 .
,
(, 1982: 91).
233 Kidd (1978: 102),
:
231

- 294-

 1807

.
, ,
(
) .
( ,
) .
.


. ,

(, 1982: 90-91).


. ,
235.


.


(Lovell, 1987: 109).


. ,
.
.
,
(

.
.
, .

.
234 , , , .
/ , , , . .
235 ,

.
- 295-

 1807

) ,
, ( )
(

)
236.

, ,
,
,


237 ( 1).

. ,
,


.
, ,
,
( )
-

,

, ,

( -).

- ,
( Tough
15).
237 ,
.
.
.
( )
( ) ( Kidd, 1978.).
, ( Lovell, 1987).
236

- 296-

 1807

, ,
,
,

,
,
,
238.


.
Cross (1981: 79) ,
239
- ,
.
, ( Cross
),
,

( )
.
Houtkoop & Van Der Kamp (1992)
, (key competences)
,
( ).
239 Cross (1981: 79-8 0 ) .. ,

. ,

, (trap) ,

,
,
. ,

( , , , , , ),
10%
.

: .. , ,
,
, .
238

- 297-

 1807

3
( Carp, Peterson & Roelfs, 1974: 46)

(, , .)






/


/




(, .)


( .)





( )

,
. Cross (1981:
96) 240,


.
, ,
,

, Cross (1 9 8 1 )


( ,
, , .).
240

- 298-

 1807

,
.

,

. ,

(Cross, 1981: 97).
3
.
Carp, Peterson & Roelfs (1974),

241.
, ,


. Crowther (2002: 480):
,
.
,
;
Cropley (1977) , ,
- . (: 7 6 )
, ,


.
.
, ,
.
,

, .
Dubin (1 9 7 2
)

.
.

,
.

, .
Brew (19 9 3 : 8 8 )
- (unlea rning)
,

(, , , .).
241

- 299-

 1807

, ;

,
, / /.
/
,


[].
,


,
, /
/
. [ ]

,
,

.
1980 Cross (1981),
: (1) (
) , (2)

( , ), (3)
(
) 242. 1990

243.
Cross (1981)
( )

.
243
(life histories) 1990
( ) , ,
( Winterton, 2004),
(, , , .)
(
Alheit, 1992 & 1995, Tippelt & Panyr, 2004, Sadownik, 2004),
( Stroobants, Jans, & Wildermeersch, 2001).

(
,

),
,
242

- 300-

 1807

, - ,
Cross (1981)
244.






(

( de Boulay
& Williams, 1984: 255-256).
,
(,
, ) Strooba nts, Ja ns, & W ildermeersch (2 0 0 1,)

()
- .
(life histories)
,
(reflection)
(transformative learning) ( Dominic
, 1990).



.

, . ,


, , ,
,
(
,
,
).
244 McGivney (1 9 9 3 )
(fa ctor a na lysis)
( )
(cluster analysis)
.
,
Beder & Valentine (1987) (extrinsic)
(intrinsic)
.
- 301-

 1807

).
,
Cyril O. Houle (1961). Houle
(22) ,


.
Houle

,
,
(1961: 13) [
].
(clusters) Houle ( 2)
:
1. (goal-oriented).

..
, . Houle

,
.
,
.
4

HOULE

- 302-

 1807

(
)

2. (learning-oriented).
Houle .


. Houle

.
3. (activity-oriented).

,
. Houle

, ,

, .
,



(.. Kolb & Fry, 1975).
e Sheffield (1964) 245
Manninen (2004) 246 Tough (1968)
(Continuing Learning
Orientation Index). Sheffield (1964) Houle,
: 1.
(personal-goa l orienta tion),
, 2. (societal-goal
orientation),
, 3 .
(desire-activity orientation),
, 4.
(need-activity orientation),
, 5.
(lea rning orienta tion),
.
246 Ma nninen (2 0 0 4 ) Houle
(low skilled workers)
,
. DCA (Dynamic Concept Ana yl sis),
Houle,
- Rubenson,
: , , ,
. ,
245

- 303-

 1807

- 247,
248.
Houle
.


249 ,
215 ,
(conceptua l models) (
) , ,
, , ,
, .
247 Tough (1968) Houle, 35
(self-directed learning).
Houle, ,

(lea rning oriented). Tough (1 9 6 ,8
)

(lea rning pa t erns).
.
, , Tough
,
.
.
248 Cranton (1994: 124),
Houle (1 9 8 0
)
(instruction) (subject-centered),
(inquiry) (collaborative),
(performance) o (skills-oriented).
Houle


(subject-oriented a dult lea rning), Cra nton (1 9 9 4 :1 1)
(positivist) , Ha berma s
o (instrumenta )l Mez row,
i

(consumer-oriented adult learning)
(constructivist)
, , (: 13).
249
2001-2 0 0 3 Tippelt & Ba rz (LMU).
,

(Socia l a nd Regiona l Differences in Interests and Beha viour Rega rding Further Educa tion),
, , ,
(regional origins) - -
- , . Tippelt & Barz
3,000 , 160
(problem-centered interviews), 16 ,

- 304-

 1807

-.
250
(Educational Participation Scale) Boshier (1971),
(Reasons for Educational
Participation Scale) Burgess (1971).

,
.
Morstain &
Smart (1974)
(Educational Participation Scale - EPS)
,

251 ( 3).
Houle.
Houle
Morstain & Smart .
,
/ (social milieus)
. (traditionals), (materialists) (new
middle cla ss), (socia l sta tus)
, , , (basic values) (
), ( )
. Tippelt & Barz
(12,3%),
(well-established),
, (5,4%)
(upper conservatives),
( Tippelt & Panyr, 2004).
250 Blunt & Young (2002: 300)
AACES (Adult Attitudes towards Continuing
Education Scale). 22 ,
Da rkenwa ld & Hayes (1 9 8 8,)
275 12 ,
Rachal & Sargent (1995) Blunt & Young (2002)
4 5 8 (2 4 0 2 1 8)
,
(
)
. (Revised Adult
Attitudes towards Continuing Education Scale RAACES), 9
,
, ,

(: 312).
251 Armstrong (1 9 7 1
)

( Cross, 1981: 65-66).
- 305-

 1807

.

,


.

,

252. Carp,
Peterson & Roelfs (1974)

.
253 Burgess (1971).
5
( Morstain & Smart, 1974)

/
V


/

VI

Cross (1981: 88)
.

,
,
.
253 5.773, 70
Burgess (clusters).
252

- 306-

 1807

Carp, Peterson & Roelfs

(Commission on Non-traditional Study CNS) 1969
1978 :
1. ,
2. ,
3. ,
4. / ,
5. ,
6. /,
7. /.

,
,
,
.
, ,
254 Aslanian & Brickell

.
Bourgeois & Vandamme (2004),

, ()
(perceived instrumentality PI),
(Geneva Study Louvain Studies ).
-
Rubenson
, (open instrumenta ity
l ) (closed instrumentality )
.


() ,
,
(open instrumenta lity)
( Bourgeois & Vandamme, 2004:
45-46), (exogenous)
,

(self-related goals),
()
,
(self-related goals) .
254

- 307-

 1807

(1980), 255 (
, ,
, 256)
.


,

.

. Aslanian & Brickell (1980)
, (: 162)
,
(trigger events)
, .
,
,



(.. ).

,


.


257
, McGivney (1993: 24-28)
(transition) ,
,
.
256 Neugarten (1968)
(life cycles),
(. . ) (. . )
(learning cycles).
257
. Cross (1981: 111-112)


.
, Hobson & W elbourne (1 9 9 87: 2 )
255

- 308-

 1807

: (participation theories)

258,
(composite theories)


( ) () 259.


.
.
1. (Force-Field Analysis)
Needs Hierarchy Theory Maslow.
Miller (1967),
-
.

. Miller


Lewin 260.
,
(collage) ,

.
(concepts) ,
(ba la nced) (sic)

(pp. 73-74).
258
(external) ,
(interna )l
(McGivney, 1993: 24).
259
.
.
260 Lewin : ) ,
, -, , )
.
.
, .
,
-, ) ,
, .
( -, 1999: 119).
- 309-

 1807

( )

.

40

Miller (1967: 21). ( )
-- Lewin.
. .
.

Miller (1967) (
)

( 1),


- .
,



( 2).

- 310-

 1807

41

Miller (1967: 23).

(marketing)


.
. Miller

,

.
, -

(
Maslow)
. - ,


.
.
.
2. (Congruence Model)
Boshier (1971)

.
,

- 311-

 1807

( )
.

.
.
Boshier,
,
- -
-

.
.
-
,
. Boshier,
.
,
(-)
(
, , .).
3. - 261 (Expectancy-Valence
Paradigm)
Rubenson (1977)
,

.

(expectancy)

(valence) 262.
Rubenson (1977) expectancy-valence
pa ra digm, Cross (1 9 8 1 :1 1 5 ) .
McGivney (1993: 25) force-field theory ( ),
Miller (force field analysis), Manninen (2004: 202)
(expectancy-valence model).
.
262 Rubenson
(theory of recruitment).
,
Vroom, 1 9 6 4
(
Cross, 1981: 116). Rubenson
( .. Lewin, Tolman Atkinson),
261

- 312-

 1807

(
, ,
,
)

=
=


x

-
(


)
)

,
,

42
- Rubenson (1977: 35).

. (e1x e2/V) (expectancy)
(e1)

(e2), (valence)
(V)
(, . +1, +2, . , .. -1, -2, . , . 0).

, (expectancy) (components). T

,
263.

( , ) 264.

, .
Rubenson (the resultant strength)

.
263 .
,

, .
264
,
. ( )

(,
).
- 313-

 1807

Rubenson
,
.
,
, .
,
,
.

,
.
,
, .
, , .
265
Lewin 266.
4. (Life Transitions Theory)


(). Aslanian & Brickell (1980)

,
80 .
Tough (1968), Perry (1970), Haninghurst (1972),
Aslanian & Brickell,
,
, ,

.
5. (Reference Group Theory)
o
(normative
refrence group-NRG)
(comparative refrence group
.
266
. Lewin
.

, .
,
( -, 1999: 117).
265

- 314-

 1807

CRG).

. Darkenwald & Merriam (1982)
(learning press).

.

Gooderham (1987)
(sense of relative deprivation).

, ,
, 267. ,

,
.
6. (Social Participation Theory)
,

(social participation) (Courtney, 1981). Cookson (1986)



.

, ,
,

(Cookson, 1987).
, ,

, ,
,
(mediated)
(Courtney, 1992).
. ( )

1. (Recruitment Paradigm)
(CRGs) , ,
, . Gooderham,


.
267

- 315-

 1807

( -),
Rubenson (1979)
: 1. ( ,
, )
( , , ). 2.
(active preparedness) (
). 3.
()
().
2. (Anticipated Benefits Model)
Tough (1979)

.
. (1)
(2)
(3) (4)
(5)
.
Tough (1979) ,
.
( , , , .),
- ( ,
, .)
/ (
, , .).
3. (Combination of Favourable
Circumstances)
De Montlibert (1973) Hedoux (1981)

. De
Montlibert (1973)
,
,

. Hedoux (1981)
:
(dynamic of upward social mobility)
,
(involvement)
.
:
1. /
,
- 316-

 1807

2.
,
3. (future learning
project)
,
4. ,
5.
(group-learning situation).
4. - (Psycho-Social
Interaction Model)
Rubenson (.
),

. Darkenwald & Valentine (1985)
, :
1. .
2. .
3. - .
4. [learning press] (
).
5. .
6. .
7. .
8. .
5. (C.O.R - Chain Of Response Model)

.

,

.



.

- 317-

 1807

( )

()
)

()

()

()
-

()

()

43
(Chain-of-Response: COR)

[ Cross, 1981: 124]

/
, ,
, ,
- -
.


.
().
,
(
) . :
1.
-,
2.
,
3.

,
4.
,
5.
,
6.
,
7.
.
Cross (1981: 130),

,
.

- 318-

 1807

,
,
.




(
),

. ,
268




, ,
.
, (interaction)
,
Kurt Lewin


(.. Miller, Boshier, Darkenwald & Merriam).




-.
Rubenson Boshier

( ),

, ,
. .
Pha res & Lamiell (1 9 7 7 :1 3 3 ),
,
.
,

.
,
, .
268

- 319-

 1807

de Montlibert Hedoux, Cross, Darkenwald &

Valentine, Tough.
(self-esteem) Miller, Rubenson
Boshier

-.

(
),

De Montlibert Hedoux Cookson.
Miller ( )

.
-
Miller Rubenson


,
.
Maslow
-

.
, (transition),

. Cross (1981)
.
()
(learning events),
Aslanian & Brickell.


.
Stroobants, Jans, & Wildermeersch (2001: 117)

(,
, , .).
Aslanian & Brickell, ( ) ,
.
, ,
,
.
- 320-

 1807

() (re-construction)
(transformation) ,
(transitional learning) 269.
, (expectation),

. Boshier Miller
Darkenwald & Merriam, /

.
,
. Rubenson



(expectancy). Rubenson

( )
,

Gooderham, De Montlibert Hedoux, Cross.

,


() ,

.


( )

. Blunt & Yang (2002)

.
(ecology of self, Hormuth, 1986).
, -
(.. Van Gennep, 1960), ,

, .
.

.
.
269

- 321-

 1807

,

.

,

, , -
. ,
(accumulation thesis)


.
Tuijnman (1991),
.

.


(Tuijnman, 1991: 283).


,

(Gorard, Rees & Fevre, 1999: 518).
( )
() Little (2003: 446). ,
:
.
,
.
.

.
.
.


(, , ,
, .)
(, , .).

,

- 322-

 1807

,
.


,
,
, .
,
,
.
.

. ,


, .




- ,
.

. ,

.
.
:

,
.

,
:


:
;
- 323-

 1807

(Cross, 1988: 50).

,

.


( ) ()
.
,
,
.

(Cross, 1988: 51-52).
:

-
(Cross, 1988:
52).
:
1.

2.
self- directed
3.

.


.


, , .
(Cross, 1988: 53).

:

.

.

(learners).
.
,
- 324-

 1807

. ,

(Cross,
1988: 54-55).
.
-
,
. ,
,
, - .
-
.
,

. (Cross, 1988: 55).
.

.

55 .

. ,
:
,
.


.
.
, , (Cross,
1988: 57-58).

.
-,
. ,
:

,
.



.
- 325-

 1807

,
. ,
. , ,
, .
.


(Cross, 1988: 60). ,
.
,
. (Cross, 1988: 62).
-
, .

.
,
o (self- directed) - (self- planned)
(Cross, 1988: 63).
- . 3/4
self- directed.
:



(Cross, 1988: 64).
Armstrong, (1971)


,
. :
(high- learners) (1.121 . )
(low- learners) (100
) (Cross, 1988: 65-66).
high- learners :

,


High- learners , , ,
, ,
low- learners :

- 326-

 1807

low-learners , , ,
( 1) (Cross,
1988: 65-66).


,

part- time .
(Holmstrom, 1973, Solmon,
Gordon & Ochsner, 1979, Roelfs, 1975, Nolfi & Nelson, 1973, Sharp & Sosdian, 1978, 1979)
,
(full-time) .
-
(Cross, 1988: 67).
part-time

:
1 : ( Holmstrom, 1973)
full- time
.
60000
full time. Holmstrom 20
16- 19 . 20
:
- -
-
-
-
-
(Cross, 1988: 68).
2 : ( Roelfs, 1975)
.

(community colleges).
:
-
-
-
-
- 327-

 1807

- (Cross, 1988: 70).

3 : ( Nolfi & Nelson, 1973)
,
.

.
:
- 2/3 1/3
-
,
-
-
-
,
- ,

(Cross, 1988: 72).
4 : ( Sosdian & Sharp, 1978)
, .
-
, .
:
- 36 , 1/3 40
- , ,
-

- :
, ,

-
,
(credits)
-
, /
(Cross, 1988: 72-73).
5o : ( Bryan & Forman, 1977)
.

, /. .

.

- 328-

 1807

. :
- 37 75%

- 11.000$
- 50%

-
/
- 2/3
(Cross, 1988: 76).



:



.
, .

.
,
.


, .

.
:
1.
2.
3.
4. .

Houle, (1961)
.
.
-:
1. (goal- oriented)

- 329-

 1807

,
.. ,
.
,


, ..
, , (Cross, 1988:
82).
2. (activity- oriented)
,

:






(Cross, 1988: 82).
3. (learning- oriented)

Tough, (1968) ()
self- directed .


.
:

. .
:
1.


2. ,
.

3. extra

.
- 330-

 1807

: 1) , 2)
, 3) ,
(Cross, 1988: 84-85).


, ,
- ,
7-8 .
:

Educational Participation Scale (Bosnier, 1971)

Reasons for Educational Participation Scale (Burgess, 1971).

Morstain & Smart, (1974) (Educational
Participation Scale)
,
:
1.




2.


(authority)

3.




4.

status


5.

6.



(Cross, 1988: 85-86).

- 331-

 1807

. 1970

(potential learners).
.
Burgess, (1971)

. :

(Cross, 1988: 89-90).

(Johnstone, River & Carp, 1965, Peterson & Roelfs, 1974, Cross, 1979b,
1979a, Cross & Zusman, 1979)
.
:
1. :

. ..

.
2. :

,

.
,

,

3. :

.

- 332-

 1807

.


. , 2/3
. . .

4. - :
-
.

, ,
,

, ,


5. :
,
.
,
.

.
6. :
. ,
.

.
, .. ,
, .
7. :


8. :

(Cross, 1988: 91-94).

(hypothesis testing) Aslanian & Brickell, (1980),

. ,
, , , ,
- 333-

 1807

. 83%

.
:
- 56%
- 16% / : ,
, , , ,

- 13%

- 5 %

- , 2% ,
.

,
,
(Cross, 1988: 94-95).

.
.

- ,

,


.

:

(Cross, 1988: 98).

.

- 334-

 1807

/
Carp, Peterson & Roelfs, (1974)

. :
1. (situational)

.
24- 45
, ,

,



2. (institutional)

. :



3. (dispositional)

.
:



(Cross, 1988:
98).

.
-
.
Carp, Peterson
& Roelfs.
.
Carp, Peterson & Roelfs
Johnstone & Rivera, (1968). :
:
- 50%

- 335-

 1807

-
.
,

.

,
,
.
:
-

:
-
(Cross, 1988: 100).
.

. Ruyle & Geiselman, (1974)

. Ruyle &Geiselman
:
-
-

- , .

-
-

,
(Cross, 1988: 105).
.
.

,

,
.
Wilcox, Saltford & Veres, (1975)

,
26%
- 336-

 1807

,
2%
(Cross, 1988: 107).

,

.

,
.


.

,
,

.
,
.
, ,


.

. ,
,
. ,
,

, , ,
, ...

.

- 337-

 1807

12
,

, , Me ziro w,
Jarvis, ,
, ,
, ,
.

( )
.,
(
, ,
, , ..)

.

:

.

.

.
;

;
:


,
.
,

. (Kidd, .. :272).
.

- 338-

 1807

.


-
.


, .

( )
:
1. .
.
(.. Maslow, 1943&1970).
(.. Monette, 1979).
Monette,
Knowles, Dewey, Lindeman,
Tyler, .. Monette
:




2. Sheridan & Shannon(1979), Bradshaw(1974)
. :
(normative needs):

.
(felt needs):
.
(expressed needs):
.
(compara tive needs):

.
(client needs):

. (Long, 1983:191).

- 339-

 1807

&

;]
[;]

]
[]

;]
[;]

44
--

3. , Monette (1979)
8 :


.
( )
.

- 340-

 1807

.
.
( )


.

, ,
.
.
(
), ,



.
, ,
.


(Long, 1983:186).
4.

5.
(standard)

6.

7.

8. /

(Lawson, 1979:38).
9. ,
Kempfer Knowles

:

- 341-

 1807

(Long, 1983:194-195).
10.
:



,





Freire,




(Long, 1983:186).

..
,


.


.

- 342-

 1807

45

. C. O Houle (1972)

( ).




.



,
.

- 343-

 1807

10 = , 5 =
[: Rogers, 1986:138]

(.. )
)

(.. )
)

6
8

(.. )
)

10

(.. ,
,

)
)

6
9

(.. ,
, )
)

(.. ,
, )
)

46

.


.

.

- 344-

 1807

(FOLLOW(FOLLOW-UP)

(FOLLOW ON)

47

( ):

.
,

.
,
.
, ,
.

- 345-

 1807

.

.

.

,
.

/
/

/
/

(FOLLOW(FOLLOW-UP)

/
/

/
/

&

&

&

(FOLLOW ON)

48
,

,
.
- 346-

 1807

.
,

;


, , .. ;

; , ,

; ,
; ( ,
, ,
)
, ;
;


;

;
;

;
,
.. (ISO)
AFNOR ( );

;
( ,

) ;

;
.


.
,
,

.

- 347-

 1807

, ,
,
.
, , ,

, .
,
:
1.

,
.
2.
,
.
3.
.
(Rogers, 1996: 294).
. ,
, (Swanson, 1989).

.
:
1.

, .
2.

, .
,

, . ,

.
,
(Swanson,
2005: 20-21).
.


. ,
. , .
, ,
(Blanchard-Thacker, 1999: 269-270).
,
.
.
- 348-

 1807

. ,
Kirkpatrick,
( ).
.

( ) 62%
, 57% .

Kirkpatrick,
(Blanchard-Thacker & Way, 2000: 300).
Way (1998)
,
.

,
. (Dixon, 1997)

. , ,
, ,

. , ,
.
. ,
,
.


.
,
.

. ,

-.
(Blanchard-Thacker & Way, 2000: 301-302).

.
,
, ,
. ,
( ).

- 349-

 1807

(Noe, 1999: 156).

. , ,

.
, ,
.

.

. ,

. ,
.

.
,
,
. ,
,

(Rouiller-Goldstein, 1997: 342-344).
-,
( )
(Awoniyi et al., 2002: 33).
,
. ,

.
, ,

,
.
,
,
(,
, ). ,
. ,
, ,
,
(Kontoghiorghes, 2004: 218-219). ,
(learning to learn),
- 350-

 1807

(ODonoghue & Maguire, 2005: 439).

,
(Awoniyi et al., 2002/ Rouiller-Goldstein, 1997). ,
,
(Kupritz, 2002),

.
-
,
(Lim-Johnson, 2002: 46).
, ,
,
, , (

),
(Kupritz, 2002: 441-443).

. Enos et al.,
.

,
, .
. ,
.
,
,
, ,
(Enos et al., 2003: 384-385).
, (learning opportunities)
.

.

. , ,
, ,
(Huys et al. 2005: 1112). , ,
,
(McDougall- Beattie, 1998: 296-297).

.
- 351-

 1807

,
,
. ,

, .

, .

, .
,
.
,
(McDougall- Beattie, 1998: 296-297).


. , , ,
,
.

. , ,
, ,
.

(Billett, 2001: 32).
. ,


(Marsick et al.,2000).

,
,

. ,
,
,
.
,
, .
,
, ,
.
,
,
- 352-

 1807

.
,

, (Ellinger,
2005: 411-412). Knowles

. .
,

(Watkins, 1989: 432-433).


. ,
,
, .
,
.
, ,
,
.
,
.

(Sugarman, 1998: 87-88). ,
,
,
.
, (Nolan, 1996: 775).
, ,

. , ,

(Conlon, 2004: 288,290-292). ,
.
(ODonoghue & Maguire, 2005:
438). ,

, . ,
.
,

(Hake, 1999: 87-88).

- 353-

 1807

,
,
.

(Eurotecnet),
. 1993,

.
:

,
.

:
, , , , , ,
, .

,
.
,

.
.

.
.
.

, .

.

(self-learning competency)

,
.
,
,
.

,
.
, ,
,
- 354-

 1807

.

. , ,
, .

,
, - ,
. ,

.

. , ,
, .

.

(Stahl et al., 1993: 93-100).

- 355-

 1807

13


,
( Long, Kno x, Brunner, De we y, Illich, Fre ire, Knowle s, Rogers),
Houle,
.
:


(Jarvis, 1985: 58).
:

49
1. ,
. Rogers (1985:79)
.

.
,
.
, , .
,

- 356-

 1807

(.. ;).
2. ,
(..
;).
3. ,

(..
;)

Follow up

/
/

OXI

Follow on

/
/

;
;
NAI

49
Eisner :
(behavioural) (expressive).

.
.
,
,
.
Rogers (1989:99),
.

- 357-

 1807

[
]
]

[ 1]

[ 2]

:
:

[
]
]

[
]
]

50

- 358-

 1807

:

.

Tyler

.
.
,
, .
. ,
,
.

,

.

,


,

Tyler
, ,
,
.

. 45
.
Gagn (1977), ,

.

Curzon


[: Curzon, 1990:245]

[: Curzon, 1990:243-244]

- 359-

 1807

/.

,
.
,

.
. ,
.

.

, .

, ,
.

[: Rogers, 1986: 93]

,
,

.
.

.


-

,


,

,
,

51

- 360-

 1807

,

. & (1997:181)
.
.


..
,

.
( ):



( )
(
)


( Rogers,
)

52

:
- 361-

 1807

.
.
.
.



. Rogers (1989:104..)
,


.


.
-
.
/ (. ).

- 362-

 1807

,
,

Jarvis (1985:73..).





.

, . ,
-
Bloom ,

. O Lawson
,

.
O Lawson (1982:69 ..)


.


,
.

(extrinsic
justification).


(intrinsic justification),
per se.
Lawson
( Peters),
- 363-

 1807

. (public common knowledge)
Lawson (1979:68)

.

.,
.

.

. ,
.,
( ).
( )
/

.

, .

., . & (1997:191)
: . , .

, .

, .
. Squires
(1987:7..),
( ),
. , ,

,
.
- ,

.. ,

, .

, .
, .
- 364-

 1807

(..
).
,
.

. (..
, , )
.
,

,
. Robinsohn (1981:47)
: 1.
, 2. ,
3. .
Squires
.

(..
). & (1997:184..)
-
.
, . ,
, , .
, , .

.
.
(
)
.
Rogers (1986:135-137) -
. Kidd (1978:282)
(exploration)

.
, & (1997:196..)
.
,
.. :
( .
). .
- 365-

 1807

.
, . .
- , .
.
, .
.
, .
.

. .

Rogers (1986:140), (4)
.
.
( ).
.
(. ).
Rogers

( /unlearning).


,
.
.,
,

.
Lovell (1987:50),

( ).


.
,
,
,

.

.,
,
- 366-

 1807

, ,
,
,

.

270


.
,
. :
1.

.
2.
.
3. ,

.
4. .
( Giroux)
() . :
( ).
( ).
(
).

270

Staton, 1960:55 .., Jarvis, 85:..

- 367-

 1807

53

.., Giroux (1981), Rogers (1969),
Knowles (1980)
. .
Mezirow (1981), Kolb & Fry (1975)
Jarvis (1983) ( ).
:
.
.
.
.

- 368-

 1807

--
--

-



--

-

-

2
3

7
8
10

54

.
Mezirow
:
1. : .
2. :
.
3. : .
4. :
.

- 369-

 1807

5. :
.
6. :
.
7. :


.

[:
[: Rogers,
Rogers, 1986:144]
1986:144]

::

,, ,
,,

:
::

,
,,

55



. -
.
(
) :

.
(simulation)

.

.

.
.
- 370-

 1807

(simulation
variables)
(simulation games)


(, , ) ,

,
( - -).



(,
, , ,
.).

:
1.
2.
3.

4.
5.
.
6.


( ):

- 371-

 1807

56

(
)
:








.


( ,
, ,
, .).

,
(, , )

- 372-

 1807

.
(
)
( ).
(..

, .).
.


.


.

,
( ).
(learning momenta), (learning steps),

( -

).

.


:
1 .
,
, .
2 .

.
.
3 . .
, , ,
, .
4 . .
, , .
, .
.
,
,
- 373-

 1807

.


.
,
.

.
,

.
,

( )

(.. . , ,
, .).
.

.

(..
, , , ,
.).
,



.
10
3 ,
, , ,
, .


.

.
3 : 1) .

( o input). , , ,
- 374-

 1807

, .

.
(. , ., 2000: 64) .2) .


. ,
, , , (brainstorming).
(. , ., 2000: 65).

: Dewey, 1933 Rogers, 1986: 144

57
Hutchinson
15,
.
,

, . (Brookfield, 1989
Titmus Lifelong Education for Adults; pp:210).
, ,
,
.

.
. 3) .

,
, ,
. (Al. Rogers, 1986: 142).
,
,

. ,
- 375-

 1807

. (. , ., 2000: 66-67).

[ ]
]
: Rogers, 1986: 149

58


. (Martin Good,
, , , 1994:
.321). ,

.


.

[ ]
]
: Rogers, 1986: 149-155

59
, , ,

,
- 376-

 1807

,
.

MALCOLM KNOWLES 271
Malcolm Knowles
/

. :
/

271

.
.
.
.
.

.
.
.

.
.

.
.
.

: Knowles 1970, Tight, 1983:55 . .

- 377-

 1807

: Staton, 1960: 167

- 378-

 1807

|
|
|
|
|
|
|
|
|

|
|
|
|
|
|
|
|

[: Rogers, 1986:13]

|
|
|
|
|
|
|
|
|
|

- 379-

|
|
|
|
|
|
|

|
|
|
|
|
|
|
|
|
|
|

 1807

14


- ,
,
( portfo lio s) ,
, ,
,
.

.
, ,
, ,
, , (Black &
Broadfoot, 2004: 19).
,
,
.
, standards,
,
(Broadfoot,
2002: 285-286).
, ,
.

19 20
, ,
(Filer, 2000, 5).
,


.


. ,

,
,

- 380-

 1807

, ,
(Ecclestone, 2003, 4).





(Bonnet, 2004, 184). ,
,
, :
,
,
, ,
,

(Bonnet, 2002, 388) 272.
, , , Ramsden,
, ,
. , Brown
,


(Rust, 2002, 145).
,
.
,
,
-
tests, tests, -
,
,
.
, ,
,


,

, . ,

.

.

272

- 381-

 1807

.

;
;
,
,
:
,
; ,
(Broadfoot, 2002, 286).
, ,
.
,
,
.
,
. ,

,
(Filer, 2000, 5).
,

,




(Filer, 2000, 6).
, 21

,
, ,
,


-
.

,

.

- .
- 382-

 1807

, ,
.

.
O Madaus, ..
: , ,
, , , ,
, ,

(Leathwood, 2005, 316).
, Broadfoot Pollard
tests

(Leathwood, 2005, 311).

19
. Angelo, , :
, ,
1986, 1966 1946,

(Rust, 2002, 146), Mislevy

20 19 (Black, 2001, 77).
:
1.

,
2.


,
3.

,
4.


,
5.

.
, .

, ,
, (Black, Broadfoot,
2004, 20).

- 383-

 1807

Maclellan,

, ,
.
,

. ,
, ,
,
25%
. (peer assessment),
, . ,

, 97% 86%
, ,
. 12% 24%


. , ,
,
(Maclellan, 2001, 309-313).
,
,
,
,
, .

,
. ,


273 .
,

tests. ,
,
.

. ,
,
,
, ...

273

- 384-

 1807

,
(Maclellan, 2001, 314-316).
Ray Wiliam
tests,
.

, . ,
,

.
,
Gordon Reese
tests
. ,
,

(Harlen & Crick, 2003, 199).
,
, ,

, ,
.
,

, ,
- ,

. ,
,
,
.
, :
(, 2000, 21-22).

,
Ray William

.

,
. ,


.
- 385-

 1807

( , ...)

(Leathwood, 2005, 318). ,

.
,


,

,

,
(Ecclestone, 2003, 76).
,


. Broadfoot
Pollard
,
. ,


, ,
(Leathwood, 2005: 319), Reay William
,

,
,

(Harlen & Crick, 2003, 200). Brecher ,
:
, , ,
.
Broadfoot
: ,
,
(Leathwood, 2005, 319).

274
274

: Jarvis (1985), Rogers (1986), Kidd (1978), Lovell (1987), Staton (1960))
- 386-

 1807

.
(
)

.:

;
.
.
.
, , ,
.

;
Jarvis ,

,
(;). Jarvis (1985: 118)
:

.
.
.
() .
.

.

;
.

. :
, ,
.
,
.
.
.

- 387-

 1807

;

.:
.
/ .
.

1.
2.

3.

4.

;
.
.

. ,
, .:
,

(follow on)

(follow up).
, ,
, , , .
( ).


:
1.
.
2.
( ..
, , ,
, .).
3. ,
,
, , .
4.
.

- 388-

 1807

-
. .
.
,
, (
Rogers).
:
1. -
.

.
2. (
) .
3.
.
.

/
(formative) / (summative) .



.
.

.
.

. (essay tests).
:
1. ,
.
2.

.
3.
.
4.
.
5. .
6.
.

- 389-

 1807

7.
.
.

.

.
:
1.
.
2.

.
3.
.
4.
.
5.

.
6. .
7. , ,

.
8. ,
.
:

(halo effect)
.
.

.
.
.
-
, -, .

- 390-

 1807

-
[INPUT[INPUT-OUTPUT]

[ . ]
]

.
.

,
,
.
.

.
.

.
.

.
.

.
.

,
, .
.

.
.


,
, .
.

60

, .
,
,
. .Knowles (1990),
. ,
, ,
,
.
.
.

(, , )
.
.
(, ,
).
, , , ,
.

- 391-

 1807

Patton (1980), Guba & Lincoln (1981) Cronbach (1980) 275 (Knowles,
1990: 21-22).
.

276 (Sugarman, 1998: 84). Knowles,
,
(Kidd, 1978: 285).
.
, .
,
, .
,
. ,
. , ,
. ,
, ,
,
(Sugarman, 1998: 84-85).
(Adult Education Association),

.
.

.

(Kidd, 1978: 283).
,
(measurement) (evaluation).
,
. .

.

(Knowles, 1989: 49-51). Guba & Lincoln, 1985
. ,
,
, (PhillipsChagalis, 1990: 12.3, 12.33-1 2 . 3 5. )
, Bramley, P. (1991). Evaluating training
effectiveness. Translating theory into practice, London: The McGraw- Hill Book Company Series.
276 (assessment)
. ,
.
275

- 392-

 1807

,
:
1.

2.
,
.
3.

.

(Laird, 1985: 231-233).

,
,
(Phillips, 1996: 314).


. , ,
.

(Spitzer, 2005: 55-56).

.
,
.

:
1.

( 1950-1987) (practice-oriented atheoretical stage).
Kirkpatrick,
.
. ,

.
.
2.

(process-driven operational stage) ( 1987 2000).
(return on
investment ,ROI) (Bakken & Bernstein, 1982/ Phillips, 1997).


.
.

- 393-

 1807

.
Phillips Kirkpatrick,
.

.
3.

.
(researchoriented, practice-based comprehensive stage) (Holton, 1996 Spitzer, 2005 Wang, 2002
Swanson & Holton, 1999 Swanson, 1997).

.
Kirkpatrick.
.

,
. ,
.

.
.
,
.
,
(Wang & Spitzer, 2005: 6-8).
,
, Donald L.Kirkpatrick.
( 60)
, ,
.
,
.
.
.
Donald L.Kirkpatrick

1. (reaction)

.
2. (learning)

.
.
3. (behavior)

.
4. (results)

- 394-

 1807

, ,
.
Kirkpatrick (1996: 295)

,
, . Kirkpatrick
.

.
,
. ,
. Spencer,
.
, (rating
sheet) (comment sheets),
.
.
,
, ,
.

.
.
. , Kirkpatrick,
[
, ].
:
1.

.
2.
--
.
3.
, (
) ( ).
4.
,
,
.

.
, .
.

. ,
(paper-and-pencil test). , ,
- 395-

 1807

, ,
(Kirkpatrick, 1996: 296-306).

.

. ,
(Kirkpatrick, 1998: 101).
Kirkpatrick
:
1.
.
2.
.
3.
.
4.
.
5.
.
-
. ,

, .
.
.

.
-,
(Kirkpatrick, 1996:306-307). ,
:
1.
.
2.
.
3.
.
4.
,
.
5.
100% .
6.
.
7.
- (Kirkpatrick, 1998: 106).
, , ,
.
,
.
Kirkpatrick

(
).
, ,
(
- 396-

 1807

, , .).

--
. ,

(Kirkpatrick, 1996: 295-311).

:

;

(, , );

;

- ;

;

, ;
(ROI, Return On Investment)
;

. ,

. ,

(Kirkpatrick, 1998:107).
Noe (1999), (J.J Phillips, 1996
Alliger, Bennet et al., 1997 Kraiger, Ford & Salas, 1993)
Kirkpatrick
.
(Noe, 1999: 133-134).
, Kirkpatrick
: ,

. ,
,
. ,
,
, .
(Kirkpatrick, 1998:107, 111-112).

- 397-

 1807

1.


2.





3.

(affective)

4.


5.



6.


Noe (1999: 134)

Kirkpatrick
. Jack J.
Phillips Kirkpatrick
,
Kirkpatrick
, (ROI, Return On Investment).
,
Phillips

. ,
:
1.

.
.. (1993 1994)
5%. (
)
(accountability) . ,
,
. ,

()
.
2.

.

- 398-

 1807

. ,
, ,
.
.
3.
.
,
.
4.


. ,
,
.
/ .
,
,
(ROI).
(Phillips, 1996: 314-316).

.

. , ,
, ,
,
.
Phillips Kirkpatrick.
,
(Bramley & Kitson,1994 Kaufman & Keller, 1994
Alliger & Janak, 1989). Kirkpatrick 1959
.

(Alliger & Janak, 1989):
1.
.
,
. ,
,
(Broad &
Newstrom,1992).
2.

. ,

, . ,
,
.
- 399-

 1807

3.
Kirkpatrick ,
.
, .
Phillips ,
() ,
. ,
. ,
, .
,
.
,
, . ,
Kirkpatrick -
(cost-benefit analysis),
.
Phillips
,
Kirkpatrick .
, , Kirkpatrick.
.
,
/
.
(, ,
, ), ,
,
, .
Kirkpatrick,
. ,
. ,
,
.
, ,
, . ,

.
,
. ,
,
(Phillips, 1998:119-121).

Jack J. Phillips

- 400-

 1807

&

(reaction & planned action)
(learning)

.
,
.
(job --
(on-the-job behavior)
applications)

(business results)
(return
on investment)

Phillips (1998: 120)

, :

, , , .

, .
follow up .
, ,
, .
: -, ,
,
.
, .
. Phillips
:
1.
follow up ( ) .
,
.
,

.
2.
follow up , ,
/ .
. ,
, .
.
3.
.
.
. ,

.
- 401-

 1807

,
.
4.
(performance contracting).
-

.

.
5.
follow-up .
.
, .

,
.
6.
. ,
,
.
277
(Phillips, 1996: 327-329).
, .
,
.
, , .
. ,
( ),

.
. , (monetary values)
- .
:
1.
.
2. , -
.
3. ,
, ,
,
(Phillips, 1998: 121-129).
Phillips
, .

.
, , ,

.
(Phillips, 1998: 134-135).
, , ,
277

- 402-

 1807

,
.


(
)
,
. ,

. ,
,
,
. , ,

. ,
.



(Stahl et al., 1993: 39-41).

Dean R. Spitzer
.
(learning interventions)

(results-oriented learning).
(Learning Effectiveness Measurement,
LEM). Spitzer Kirkpatrick
Phillips -,
,

Kirkpatrick. Spitzer
, ,
,
. ,

. , ,
,
:
. ,
, (Phillips & Phillips,
2001: 242).
- 403-

 1807

1.

.
2.
.
3.

.
4.
.
5.
.
6.
.
7.

(Spitzer, 2005: 57-58).
Spitzer
.
.
,
, .
:
1.
(predictive measurement).
2.
(baseline measurement).
3.
(formative measurement).
4.
(in-process measurement).
5.
(retrospective measurement).
,
,

.
, .

- 404-

 1807

61

Spitzer
Spitzer (2005: 61)

.
.

. , . ,
. ,
,
,
.

.
(causal chain diagram) ( 7).

- ,
,
- .

, , .
.
,
, ,
.
,
.
,
( ),
,
.
- 405-

 1807

(preimplementation measurements) .
,
. ,
.
,
.
,
.


. ,

.
.
, , ,

( ),
.
,
,
.
,
.


.
.
.
.
.
,
,
, , .
.

--
.
. ,

, .
, . ,
- 406-

 1807

(Spitzer, 2005: 57-66).

.
. ,
Spitzer , , ,
. ,
,

. Spitzer

, .
(Learning
Effectiveness Measurement, LEM),
. :
1.

,
.
2.

,
.
.
, .
3.

.
4.

,
-- .
,
, .
5.


.
6.

(causal chains),

.
,
.
7.
-
,
. ,

- 407-

 1807

.

, ,
. , ,

.

, , .

.
Spitzer,
.
,
.

.
, .

,
, ,
(Spitzer, 2005: 68-70).


.
,
.
,
.
.
,
.
(, , , )
.
1996

.
. ,
Olsen, ,
, ,
Kirkpatrick.
,
.
- 408-

 1807

.

,
, .

. Olsen
(Kelly,1982 Hawkins, 1988 Rouiller, 1989 Endres & Kleiner,
1990 Hirschfeld, 1990 Clark, 1990 Dimilier, 1991 Carnes, 1994).
:
1.

,
. ,

.
(Kelly,1982).
2.

.
Hawkins
.
.
,
.
3.
(Rouiller, 1989), ,
.
.
4.
, ,

.
5.

,
.
.

.
6.
,
,
,
. :
, .
,
, ,
.
- 409-

 1807

7.
Williamson (1991),

. ,

.
.
8.

,
, follow-up
.
.
9.
Pogust (1994),
,
. .
(Olsen,
1998: 61-72).
:
10.
Lim & Johnson (2002),
,
,
.
-
.
, (Lim
& Johnson, 2002: 36-38).
11.
Kupritz (2002),
,
,
,
(Kupritz, 2002: 435-436).
12.
Kontoghiorghes (2004), ,
, 6-
,
(Kontoghiorghes, 2004: 215).
Holton (1996)
.
(Kirkpatrick, Phillips, Spitzer)
, Holton
. Holton
, .
, ,

,
- 410-

 1807

. , ,
.
Kirkpatrick
,
.
: ,
. ,
, .
.
Ho lton
(Learning Transfer System Inventory)

&

&


,

/



/

-





- 411-

 1807

Holton (2005: 45-47)

. 1996 ,
. , ,
. 1996
.
(Learning Transfer System
Inventory).
,
, ,
. ,
, ,
.
.
. ,
,
.
, Olsen (1998)
.
, ,
:
1.
.
2.
(coaching).
3.
.
4.
.
5.
.
6.
.
7.
.
8.
.
9.
.
10.
.

,
.

. ,
- 412-

 1807

. ,

.
Olsen, ( ),
. ,

,
(Olsen, 1998: 71-72, 74).
,
(assessment) ,

.
,

.
,
(Clarke, 2004: 140-141).

.
,
,
.

. ,
,
. , ,
,
(Skule, 2004: 8-9).
,
,
. (tacit) ,

, (explicit)
.

.
.

(Clarke, 2004: 143).
, ,
,

.
- 413-

 1807

,
.
,
.

(Dehnbostel, 2002: 200-201).
,
,
.
,
, .

- ,

. ,
,
.

.

(Marsick & Watkins, 1999/ Eraut et al. 2000),

.
,
. , ,

(Skule, 2004: 8-10). Skule

.
Clarke ,

. , ,

.

.
Van der Sluiss et al (2002)
,

. ,
.

(Feldman, 1986). ,
- 414-

 1807

-
.

. ,
. (Clarke, 2004: 143-145).
Ellinger (2005) ,

. , ,
, .
- (Ellinger, 2005: 395397). , Eraut (2004),
, (projects)
.
, .
:
1.
,
.

2.
(tacit)
,
3.
,

(Eraut, 2004: 247-249).
Enos et al. (2003),

, .

.
(1= , 2=
, 3=
, 4= ).
- (self-report
questionnaire) (Enos et al., 2003: 369, 373-375).

1998 -

2004 -

2004

- 415-

2005 - 3374

 1807

- 416-

 1807

& : .

&
: .

- 417-

 1807

15

, ,
, ,
, .

. ,
, .

, ,

,
, ,
,
.
, .

, ,
, ,
, ,
, .
,
,
, ,
, ,
.

, ,
, .
, ,
, ,
: ) (artist) )

(facilitator) )

- 418-

 1807

(critical

analyst)

. .
: 1)
,
, ,
(, )
. 2) ,
,
( , ,
), ( ,
),
, (
). 3)

. ,


. (Al. Rogers, 1986: . 118-125). ,
, , ,
, .
,
- .
, , , , , ,

. (S. Brookfield, 1994: 209). 4)

.
(Rogers, 1986: 126).
: 1) . 2)
. 3) . 4)
5)
. 6) .


,

.

- 419-

 1807

. :
, ,
.
.
( 2002: 14)
,

,
. (Papanaoum 1994)
,
, .
1960 Houle ,
.

Houle (pyramid of leadership
1970).
.
, (lay leaders)
, (on the job)
. ,
, (
)
,
(on the job experience). O Richmond (1987) LERN SURVEY

,
, , /,
, ,
.

. (Galbraith Zelemak 1989: 127-128)
(practitioners),

- (in-service training). H
,
, , , /,
. ,
,
.

, ,
/ .
-
- 420-

 1807

,
. ,
(part time), -
- ,
. (Galbraith
Zelemak 1989: 128)
, , ,

. (formal training),
(full-time)
. ,
, .
,
.
,
(Graduate degree programs in adult education)
, ,
. ,
( )
, ,
,
. (Galbraith Zelemak 1989: 128)

,
.
, ,
, .
oshier (1985)

. ,
, .
(Training Should Follow Function) (Galbraith Zelemak 1989: 126)
, ,
..

,
.
,
,

.


- 421-

 1807

. ( 2002: 20) ,

, . , ,

.


,

.
[Collin,
Brookfield]
,
,

, . ,
(competency-based education/performancebased education)
,


. ,

(
2002: 24 - 25).



.
(job titles),
,
, , ,
,

.

,
, ,

/ . , ,

,
- 422-

 1807

. Merriam (1985), (
),
!. (Galbraith Zelemak 1989: 24)
Hartman (1983) :
,
, (course work) ,
, ,
5 !.
Learning Resources Network (LERN, 1983 1984) 65%
,
. 43%
/
. 57%
(on the job training) 12%
(Galbraith Zelemak 1989: 125)



, ,

.
. Cervero Wilson
(1994)
, ,
, ,
, , .
, Cerrero Wilson -
.

/
. (Cervero Yang 2001: 281) , ,
(
/ ) .
, - - ( /
,
) . Merton (1968)

, ,
5
:
1)
Conformist:
/ .
- 423-

 1807

2)
Innovation: ,
/ .
3)
Ritudism: .
4)
Retreatism: / .
5)
Rebellion:
/ / . (Jarvis 1985: 233 235)
,
,
,

(power).

.
,

.(Cervero Yang 2001: 281) (Galbraith Zelemak2001:
289 - 290)
Cervero Wilson (1944) , (effective)
/ /
,

,
. (Cervero Yang
2001: 295)
(ARTIST)
/
, /
, , ,
. Hostler (1982)


.
,
,
, , ,
.
, Hostler Lenz ,

, , ,
, ,
(Clients) .
, , ,
(line professionals),
- 424-

 1807

, , ,
, 3 :
1 / (
)
2 (
)
3 (

).

, ,
. ,
( )
(on the sport), ,
,
.
, ,
,
,
. (Bacharah Conley 1989: 318
322)
,
(reflective practitioner)
Schn (1983). O

(reflection in action)
,
(accepted pattern of practice),
. (Brookfield 198: 209).
, ,
, ,
, .
,
, , .

, ,
,
, .
(FACILITATOR)
,
, ,
- 425-

 1807

(self directed / earning)

(andragogy)
.
(enablers of), / (recourses for) ,
/ ,
(instructor, educator, didactic director).

, (learner centered)
. ,
.
, /
(helping relationship). A

,
, ,
. (Brookfield 198 : 209)
/ ,

.
/
. ough (1979)
( facilitator) :
/ ,
, - (self planning)
,

(change) ,

.
Brandage Mac keracher (1986) ,


self concepts)
(fruitful)
. ,

. Brandage & Mac keracher
,
, : -
, -
.-
- 426-

 1807

.

.

(facilitators) -
.
(CRITICAL ANALYST)
-
(non directive facilitator),
- (self actualization).
, (tsk) (duty)
1. ,
,
2. ,
3. ,
4. ,
5. .
Bryson (1936), ,

(rational skepticism) ,
,
. /
,
,

. , . ,
, ,
,


.
,
,
(
),
,
.
(facilitators) resource persons
, ,
,

.

- 427-

 1807

.
.. ,
,
,
,
. (Brookfield 198 : 210) ,

,
, ,
. (Brookfield 198 : 124) ,
,
, . ,
,
, , ,

. Oakeshott (1972)

,
. ,
,
.

, .
/ (performances)

.
, .

(Lawson 1979: 85)
,
- ,
/ ,

, ,

.
(Brookfield 198: 210).
Aslanian Brickells (1980),
, "" ,
,
. ,
"" ,
"" . ,
- 428-

 1807

. ,
, ,
,

(Brookfield, 198: 125).

--
/ / ,
, . , ,
, ,
. ,

. , ,
,
,
, -- (Brookfield 198: 126).
Shon (1980) Freire, /
"
(Animation of consciousness)
".
(mass culture).

.

.

.
,
- (Lawson 1979: 89).


(critically aware)
(Brookfield 198: 137). ,


(
) , , (Cervero & Drennon
1997).

.
, ,
,
- 429-

 1807

, . ,
,
(Collins 1991: 40).
/ /
.
, ,
,
,
,
(B. Knights 1993: 197).

.

, / ,


(performance) . ,

(workshops).

. ,

, ,

(Galbraith Zelenak 1989: 126).

,
,
(expertise)
. Philips (1987)

(performance), (Clients).
(Galbraith Zelenak 1989: 127). ,
, ,

-- (Farmer
1974).
,
--
.
, standards
,
- 430-

 1807

. Cervero (1987)
,
. ,

(Cervero 1987). ,
-- ,

,
,
(Carlson 1977).
.
,


. /
o
.

, ,
- .

,
: ,
,
.
/ (performance)
(academic oriented).
;
,

, (up to date).

,
-,
.

.

(code of ethics),

- 431-

 1807

. ,
... .
, , ,
.
,
.. ,
, , , , , ,
.
,
,
..
.
,

.


,

. ,
(performance)
. ,
,
.

,
.



. ,

, ,

.
,
,

(Frost 2001:
12). (competence needs)

- 432-

 1807

(Day 1999:
55).
,
, ,
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