This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent…

Learning styles theory has been fiercely criticized, however, many educationalists continue to use learning style typologies. This study gives an argument as to why a hermeneutical perspective in the learning styles debate is needed. A critical discourse analysis (CDA) is presented on four critical texts that aim to discourage the use of learning…

This paper presents a critical analysis of the forms of constructivism that owe their origin either directly or indirectly to Piaget's theory. The paper is organized into three sections. The first provides a brief synopsis of the structuralist assumptions underlying Piagetian theory and then demonstrates the ways in which these assumptions…

This monograph presents an overview of experiential learning from five perspectives. Following a history of experiential learning in 20th century adult education, the essay first offers a summary of the reflective constructivist view of experiential learning. The constructivist approach is taken by educators seeking to enhance the process of adult…

This document contains three papers from a symposium on learning at the top that was conducted as part of a conference on human resource development (HRD). "Learning at the Top: An Investigation of Nonprofit CEOs' (Chief Executive Officers') Learning Experiences" (John J. Sherlock) reports on a study that used Mezirow's theory of adult…