The difficult times in which we live require innovative, creative, and hopeful pedagogies of adult education. This article describes a nontraditional experiential, “empathy-invoking” approach to the teaching of a graduate course on the theory and research of adult learning. The approach begins with the building of a safe learning community, a familiar “knowledge curriculum,” and a structured syllabus with academic readings, small group discussions, student “theory-to-practice” facilitation of learning activities, and an academic mid-term paper. Both the teacher and students design and lead learning activities which elaborate, “unpack,” and critique readings, and develop students’ capacity for experiential, emotional, spiritual, arts-based, and bodily learning as well as group process, all the while reinforcing trust, deeper relationships, cooperation, and better knowledge of each others’ lives, personalities, capabilities, and identities. The class culminates in creative presentations where learners transform the classroom into “living history museums” representing the sites of adult learning they have investigated in field research. Visitors to living history museums engage in a rich array of informal adult learning; they gain new knowledge, participate in hands-on learning and role playing, and at times even experience transformative learning. In this class, the museum and its learning opportunities come into the classroom, and are created by learners themselves.

中文翻译：

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成人教育教学创新：生活历史博物馆和大学课堂中的变革性学习

我们生活的困难时期需要创新、创造性和充满希望的成人教育教学法。本文描述了一种非传统的体验式、“唤起同理心”的方法，用于教授成人学习理论和研究的研究生课程。该方法首先建立一个安全的学习社区、熟悉的“知识课程”和结构化的教学大纲，其中包含学术阅读、小组讨论、学生“从理论到实践”的学习活动促进以及学术中期纸。教师和学生都设计和引导学习活动，详细阐述、“拆包”和批判阅读，培养学生的体验、情感、精神、艺术和身体学习以及小组过程的能力，同时加强信任，更深的关系，合作，更好地了解彼此的生活、个性、能力和身份。课程以创造性的展示结束，学习者将课堂变成“活的历史博物馆”，代表他们在实地研究中调查过的成人学习地点。生活历史博物馆的参观者参与了丰富的非正式成人学习；他们获得新知识，参与实践学习和角色扮演，有时甚至体验变革性学习。在这堂课中，博物馆及其学习机会走进课堂，由学习者自己创造。课程以创造性的展示结束，学习者将课堂变成“活的历史博物馆”，代表他们在实地研究中调查过的成人学习地点。生活历史博物馆的参观者参与了丰富的非正式成人学习；他们获得新知识，参与实践学习和角色扮演，有时甚至体验变革性学习。在这堂课中，博物馆及其学习机会走进课堂，由学习者自己创造。课程以创造性的展示结束，学习者将课堂变成“活的历史博物馆”，代表他们在实地研究中调查过的成人学习地点。生活历史博物馆的参观者参与了丰富的非正式成人学习；他们获得新知识，参与实践学习和角色扮演，有时甚至体验变革性学习。在这堂课中，博物馆及其学习机会走进课堂，由学习者自己创造。