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dc.contributor.advisorRose, Amy D.en_US
dc.contributor.authorRenich, Bruce I.en_US
dc.date.accessioned2016-12-21T15:33:10Z
dc.date.available2016-12-21T15:33:10Z
dc.date.issued2007
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17306
dc.descriptionIncludes bibliographical references (pages [409]-414).en_US
dc.description.abstractThis study examined the ways that adult learners in Papua New Guinea viewed their traditional learning experiences and how these experiences have been used to develop a vision of a model of learning. Traditional ways of learning, including both informal learning and formal initiation learning, had not been explored as they related to the perceptions of the learner influenced by Western ways of learning. The purpose then was to examine the movement in understanding from how traditional education and learning took place to the practice of modern Western education and learning in Papua New Guinea in order to determine what was perceived to be the ideal way to learn and educate. Three questions were the basis for this research: “How do adult men from Papua New Guinea perceive their lifetime learning experiences?,” “In what ways do adult men from Papua New Guinea feel that their childhood and adolescent educational experiences have shaped their current lives as adults?,” and “How would adult men who are teachers from Papua New Guinea describe both their current teaching practice and their mental picture of what an ideal learning environment would look like?” To answer these questions a qualitative research method was used and the data analyzed through constant comparison. The data came from a series of interviews, several ethnographies from the general cultural context in which these interview informants lived, and personal observations from living and working in Papua New Guinea for twenty-two years. The findings suggest that a preferred learning environment model suitable to this context would include seven characteristics, namely, 1) working together and 2) gaining experience through activity learning as primary purposes for learning, 3) immediate application as the context in which learning takes place, 4) dialogue and questions as well as 5) demonstration as the most important instructional methods, 6) mentoring together with relationship building as the chief quality of an instructor, and 7) mental and emotional toughness as a necessary character quality of the learner.en_US
dc.format.extent2 volumes (xvi, 427 pages)en_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshPapua New Guinea--Social aspectsen_US
dc.subject.lcshSocial change--Papua New Guineaen_US
dc.titleThe transmission of knowledge : perspectives on the change from traditional to modern settings in Papua New Guineaen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Counseling, Adult and Higher Educationen_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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