E-F-G-H


 * Eclectic thinker: " **someone who discover nothing new but whose genius lies in having synthesised great ideas into an identifiable educational practice". Freire was considered to be an ecclectic thinker because he was influenced by many great thinkers and leaders. Gadotti (2001) p.37


 * Education Participation Scale :** Developed by Boshier in New Zealand, this is a technique for determining motivating factor in adult education

**Education**: 1. the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. 2. the act or process of imparting or acquiring particular knowledge or skills, as for a profession. 3. a degree, level, or kind of schooling: a university education. 4. the result produced by instruction, training, or study: to show one's education. 5. a particular kind of instruction or training; the science or art of teaching; pedagogics. 6. the theory of teaching and learning


 * Education policy: ** is the collection of rules, both stated and implicit, or the regularities in practice that govern the behavior of persons in schools. Education policy analysis is the scholarly study of education policy. In adult education, these may be less significant than youth education as adults are likely to behave and be responsible for their education.

(Adams, F. with Horton, M. (1975). And teach every man to know his own. In //Unearthing the seeds of fire: the idea of highlander // (pp.205-216)//. // Winston-Salem: NC: John F Blair Publisher.
 * Education for adjustment:** helping people get used to poverty or powerlessness

"Are constantly outsiders." A role that brings strengths as well as weaknesses in mixing with organizational cultures. (Arnold et al. P.16)
 * Educational Freelancer**


 * Educational leadership **: Leadership in formal educational settings. It draws upon interdisciplinary literature, generally, but ideally distinguishes itself through its focus on pedagogy, epistemology and human development. In contemporary practice it borrows from political science and business. Debate within the field relates to this tension. Leaders who go through educational leadership training are challenged to be self-conscious because they need to evaluate their performances.

Involves the following 6 considerations (Vella, 2002, p. 77-78): 1. Political - it has to do with power and the distribution of power both in the process and in the content selected 2. Problem Posing - it is a dialogue around topical adult themes with adult materials evoking affective, psychomotor, and cognitive responses. 3. Part of a whole - it must have follow-ups and continuity (consider the whole context of the learners' situation) 4. Participative - everyone involved will have time to speak, listen, and be actively engaged in the learning (construct new skills, concepts, and attitudes to fit their context) 5. Person-centered - its purpose is the development of all the people involved (not merely sharing information) 6. Prepared - from the initial learning needs and resources assessment to the use of the seven steps of design to the design of materials, the learning is prepared for a particular group of learners and adequate time is used to make it ready
 * Effective Adult Learning and Teaching: **

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by [|psychology], bearing a relationship to that discipline analogous to the relationship between [|medicine] and [|biology]. Educational psychology in turn informs a wide range of specialities within educational studies, including [|instructional design], [|educational technology], curriculum development, [|organizational learning], [|special education] and [|classroom management]. Educational psychology both draws from and contributes to [|cognitive science] and the [|learning sciences]. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.[|[][|1][|]]
 * Educational psychology** is the study of how humans learn in [|educational] settings, the effectiveness of educational interventions, the psychology of teaching, and the [|social psychology] of [|schools] as [|organizations]. Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as [|gifted] children and those subject to specific [|disabilities]. Researchers and theorists are likely to be identified in the US and Canada as [|educational psychologists], whereas practitioners in schools or school-related settings are identified as [|school psychologists]. This distinction is however not made in the UK, where the generic term for practitioners is "educational psychologist."


 * Educational research: ** <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Research conducted to investigate behavioral patterns in pupils, students, teachers and other participants in schools and other educational institutions. Such research is often conducted by examining work products such as documents and standardized test results. The methods of educational research are derived chiefly from the social sciences, and in particular from psychology.

is the belief or attitude that some individuals, who form an [|elite] — a select group of people with [|intellect], [|wealth] , specialized training or experience, or other distinctive attributes — are those whose views on a matter are to be taken the most seriously or carry the most weight; whose views and/or actions are most likely to be constructive to society as a whole; or whose extraordinary skills, abilities or wisdom render them especially fit to govern. [|[1]] http://en.wikipedia.org/wiki/Elitism
 * Elitism:**

This term can also be utilized to describe a situation where only a limited amount of people are in power Alternatively, the term //elitism// may be used to describe a situation in which power is concentrated in the hands of a limited number of people. Elitism may often be related to social class called social stratification. The term //elitism// is also sometimes used to denote situations in which a group of people claiming to possess high abilities or simply an [|in-group] or [|cadre] grant themselves extra privileges at the expense of others. This form of elitism may be described as // [|discrimination] //. []

To move (something) to a higher place or position from a lower one; lift. To raise to a higher moral, cultural, or intellectual level. []
 * Elevate:**

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal;">**Empathy**:

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal;">- "Rendering, after the Greek . . ."; and from the German, //einfuhlung// meaning //in// + //feeling//; "The power of projecting one's personality into, and so fully understanding, the object of contemplation." (Shorter Oxford English Dictionary [OED]) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal;">- also, //em//: prefix, meaning //take the form of//; and //"-pathy"//: from the Greek, literally meaning //"suffering, feeling"//; (OED) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal;">- note also, //path//: from Old English and Old Frisian, meaning: "A way beaten or trodden by the feet of men or beasts, not expressly planned and constructed; a footway or footpath . . ." (OED)

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal;">An empathic educator has the ability to walk in the path of the learner; or, as the title of Myles Horton and Paulo Freire's book says //We Make the Road by Walking (1990)//. Responding empathically to the learner means being able to take the learner's perspective and feel how the learner experiences the relevant situation. Liberation theology, as practised by Jesuit priests in Latin America, would see the path of educators in the metaphor of the Christian concept of the Passion of Christ, walking the road of the suffering, underpriviledged and peasant classes towards empowerment.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal;">-the ability to understand and share the feeling of another

http://humanresources.about.com/od/glossarye/a/empowerment_def.htm http://www.phac-aspc.gc.ca/ccph-cesp/glos-i-p-eng.php
 * Empowerment:** the process of enabling or authorizing an individual to think, behave, take action, and control work and decision making in autonomous ways. It is the state of feeling self-empowered to take control of one's own destiny.
 * Empowerment: ** A process through which people gain greater control over decisions and actions affecting their health. Empowerment may be a social, cultural, psychological or political process through which individuals and social groups are able to express their needs, present their concerns, devise strategies for involvement in decision-making, and achieve political, social and cultural action to meet those needs.

**Empty Word** ** à ** a word that has only a grammatical function, and no meaning in itself. à Freire (1972, p. 57) said that “there is neither time nor place for empty words.” and calls such words “a hollow, alienated, and alienating verbosity”. Such verbalism is the result of theory without adequate action. à Must do what you teach. Especially in situations with no common language, you must make sure that each command for each task being translated can be proven in actions (Vella, 2002, p. 135).

<span style="background-color: #ffffff; color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: small; text-align: left;"> 1. to exert oneself to do or effect something; make an effort;strive: <span class="hwc" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;">We must constantly endeavor if we are to succeed.
 * Endeavour:** verb (used without object)
 * Endemic:**condition commonly found among particular people or in a certain area. This term may refer to a sense of belonging in a community, being native to the area, and can be present as characteristics that are prevalent in an area, field of study, or that might affect a group of people. (1)

In adult education this term could apply to the level of trust or distrust in this community. Or the preference of a particular referencing style is endemic.

Reference 1. []


 * Energy:** According to Vella in Learning to listen, learning to teach, Energy is something that the "product is dependent on process. Learning demands energy" in regards to engagement in learners.

When all learners are engaged in what they are learning; they are part of the learning process. Engagement is cognitive, affective and muscular (Vella, 2002, p.34).
 * Engagement:**

1. the act of [|engaging] or the state of being [|engaged]. <span style="background-color: #ffffff; color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: small; text-align: left;"> 2. an appointment or arrangement: <span class="hwc" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;">a business engagement. 3. betrothal: <span class="hwc" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;">They announced their engagement. 4. a pledge; an obligation or agreement: <span class="hwc" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;">All his time seems to betaken up with social engagements. 5. employment, or a period or post of employment, especially inthe performing arts: <span class="hwc" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;">Her engagement at the nightclub <span class="ital-inline" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;"> [|will] <span class="hwc" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;">lastfive weeks.
 * Engaged scholarship**:

Engaged scholarship is a relatively recent attitude toward academic research which has evolved through the first decade of the 21st century. It brings together academic and community-based research, institutions and individuals to deepen fields of understanding, principally in the social sciences including education. The concept stems from Edward Boyer's work in the 1990's, at the Carnegie Academy for the Advancement of Teaching and Learning. (Barker, 2004, p. 124)

In his 2007 book //Engaged Scholarship; A Guide for Organizational and Social Research//, Andrew Van de Ven defines engaged scholarship as: "a participatory form of research for obtaining the advice and perspectives of key stakeholders (researchers, users, clients, sponsors, and practitioners) to understand a complex social problem . . . exploiting differences to produce knowledge that is more penetrating and insightful than when scholars or practitioners work on the problems alone." And it offers possibilities for "multi-faceted appreciation of reality". (Van den Ven, 2007, p. 297).

Derek Barker names five practices of engaged scholarship (Barker, 2004, pp. 128-132): i) public scholarship, which uses public forums and meetings, etc. as sources of research; ii) participatory (action) research, which promotes public participation in research; iii) community partnerships, to facilitate social tranformation and social movements; iv) public information networks, for resources, databases, etc. v) civic literacy, to enhance civic decision-making

Several Canadian universities have formed a partnership to support engaged scholarship, including the University of Victoria (Office of Community-Based Research).

Barker, Derek. 2004. The Scholarship of Engagement: A Taxonomy of Five Emerging Practices. //Journal of Higher Education Outreach and Engagement 9//,(2): 123-137.

Van de Ven, Andrew. 2007. //Engaged Scholarship; A Guide for Organizational and Social Research//. Oxford UP.


 * Epistemology** or **theory of knowledge** is the branch of [|philosophy] concerned with the nature and scope (limitations) of [|knowledge] .<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[1]] It addresses the questions:


 * <span style="line-height: 1.5em; list-style-type: square; margin: 0.3em 0px 0.5em 1.5em; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">What is knowledge?
 * <span style="line-height: 1.5em; list-style-type: square; margin: 0.3em 0px 0.5em 1.5em; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">How is knowledge acquired?
 * <span style="line-height: 1.5em; list-style-type: square; margin: 0.3em 0px 0.5em 1.5em; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">How do we know what we know?

Much of the debate in this field has focused on [|analyzing] the nature of knowledge and how it relates to connected notions such as [|truth], [|belief] , and [|justification]. It also deals with the means of production of knowledge, as well as skepticism about different knowledge claims. Many dictionary definitions may give the impression that epistemology is closely related to [|critical thinking] : "the study or a theory of the nature and grounds of knowledge especially with reference to its limits and validity" (Merriam-Webster's Online Dictionary, 11th Edition). But in part because epistemology defines knowledge as being of the truth, unlike [|critical thinking], epistemology nearly ignores mechanisms, topics, and [|methods] emphasized in [|critical thinking] such as the testing of specific [|propositions] , [|logical fallacies] , [|bias] , and [|deception] found in everyday, real-life conditions and problem solving. The term was introduced into English by the Scottish philosopher [|James Frederick Ferrier] (1808–1864).<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[2]

[]


 * Equality** – This human rightsprinciple mandates the same treatment of persons. The notion of fairness andrespect for the inherent dignity of all human beings, as specified in Article 1of the //Universal Declaration of Human Rights// :"All human beings are born free and equal in dignity and rights

-uniform character, as a motion or surface. []


 * Essentialism:** Essentialism, or essentialist thinking, is to presume a sameness or common nature among the members of a group or category (e.g., women; Asian). It is to attribute to the members a fundamental, indispensable characteristic that defines their membership. If you are "essentializing" the members of a group, you are assuming that they all share the same characteristic or set of characteristics.
 * Ethnocentrism:** The practice of judging another culture by the standards of one’s own culture.

For languages with a long written history, etymologists make use of texts in these languages and texts about the languages to gather knowledge about how words were used during earlier periods of their history and when they entered the languages in question. Etymologists also apply the methods of [|comparative linguistics] to reconstruct information about languages that are too old for any direct information to be available. By analyzing related languages with a technique known as the [|comparative method], linguists can make inferences about their shared parent language and its vocabulary. In this way, [|word roots] have been found that can be traced all the way back to the origin of, for instance, the [|Indo-European] [|language family]. Even though etymological research originally grew from the [|philological] tradition, currently much etymological research is done on [|language families] where little or no early documentation is available, such as [|Uralic] and [|Austronesian].
 * Etymology** is the study of the [|history] of [|words], their origins, and how their form and [|meaning] have changed over time.


 * Eurocentrism:** The dominance of European cultural patterns. The European way of life is set up as an ideal to which all should aspire and by which all should be judged.

In Addition... It refers to a discursive tendency to interpret the histories and cultures of non-European societies from a European (or Western) perspective. Common features of Eurocentric thought include: In general, Eurocentrism has been more pronounced during periods of greatest European assertiveness or self-confidence, the most outstanding example being the age of imperialism and colonialism in the nineteenth and early twentieth centuries.
 * Ignoring or undervaluing non-European societies as inferior to Western;
 * Ignoring or undervaluing what Asians or Africans do within their own society or seeing the histories of non-European societies simply in European terms, or as part of "the expansion of Europe" and its civilizing influence.

[]

Evaluation often is used to characterize and appraise subjects of interest in a wide range of human enterprises, including the arts, criminal justice, foundations and non-profit organizations, government, health care, and other human services. Evaluation is the comparison of actual project impacts against the agreed strategic plans. [|**http://en.wikipedia.org/wiki/Evaluation**]
 * Evaluation:** The systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards.


 * ESL** (English as a second language), **ESOL** (English for speakers of other languages), and **EFL** (English as a foreign language) all refer to the use or study of [|English] by speakers with a different [|native language] . The precise usage, including the different use of the terms ESL and ESOL in different countries, is described below. These terms are most commonly used in relation to teaching and learning English, but they may also be used in relation to [|demographic] information.

=**<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Existentialist thinkers or ** Existentialism=

<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">People or philosophers who believe that thinking starts with the human subject and can subjectivity change the environment. (1,2) It is noted that the subject not live in a passive state but interact with the world around them. (1,2) Paulo Freire was considered a existentialist thinker. (1)

<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">References:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Gadotti, M. (2001). The work of Paulo Freire. In L. Kane, //Popular education and social change in Latin America// (pp. 33-56). London: Latin America Bureau. Total pages 304.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 20px;">John Macquarrie, //Existentialism//, New York (1972), pages 14–15.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Experience: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Comprises knowledge of or skill in or observation of some thing or some event gained through involvement in or exposure to that thing or event. The history of the word experience aligns it closely with the concept of experiment. Learners are able to grasp new ideas more quickly if they have previous experience in the same field.


 * Experiential -** related to or resulting from experience ([])

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Experiential L****earning** : Students are more involved in his/her learning to a much greater <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">degree than in traditional (pedagogical) learning environments.

Source: Young, IM (1990). Five Faces of Oppression. In Justice and the Politics of Difference (pp. 39-65). Princeton, NJ: Princeton University Press.
 * Exploitation:** One of Young's 5 faces of oppression. A form of oppression that is arises when one group of individuals benefits from the labour and energy expenditure from another group of individuals. Such actions create a relation of dominance between the group that benefits from the labour, and the group that performs the labour. Often, those who perform the labour are seldom noticed and acknowledged for their actions.

The term **//exploitation//** may carry two distinct meanings: (http://en.wikipedia.org/wiki/Exploitation)
 * The act of using something for any purpose. In this case, //exploit// is a synonym for use
 * The act of using something in an unjust or cruel manner.

= Exquisite = 1.of special beauty or charm, or rare and appealingexcellence, as a face, a flower, coloring, music, or poetry. 2.extraordinarily fine or admirable; consummate: //exquisiteweather.// 3.intense; acute, or keen, as pleasure or pain. 4.of rare excellence of production or execution, as works of [|art] or workmanship: //the// // exquisite // // statues // // of // // the // // Renaissance. // 5**.**keenly or delicately sensitive or responsive: //an// // exquisite // // earfor // // music; // // an // // exquisite // // sensibility. //

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**External Motivation** -Motivation comes from outside the learner in the form of tangible rewards and punishments such as competition, grades, awards, promotion, pay, etc. http://www.nald.ca/adultlearningcourse/glossary.htm

**Extra-curricular:** Outside of the normal course of academic study. May describe clubs, sports or other activities. (http://www.schoolsincanada.com/Glossary-of-Education-Terminology.cfm)

Facilitation is the ability to engage and run a successful meeting, where thoughts and ideas on a subject is brought up, discussed, and shared. Facilitating serves the needs of any group meeting with a common purposes - such as making a decision. In the CBAE context, it is very important as facilitation allows students to share their thoughts and ideas on topics that matter to them. ADHE 330 has shown the success of facilitation through the group discussions of the readings. Students are able to share their insights, while the facilitator responds, and gives the feedback to the situation.
 * Facilitate**

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Facilitated** <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Learning: A**pproach characterized by a high degree of involvement <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">by students in all aspects of their own learning. The teacher facilitates and provides resources and support to learners.

(http://www.nald.ca/adultlearningcourse/glossary.htm)
 * Family literacy ** - programs that offer literacy instruction for the whole family versus adults only. Parenting education and training is offered in addition to literacy instruction.


 * Fatalism**:

Fatalism generally refers to several of the following ideas: []
 * 1) That [|free will] does not exist, meaning therefore that history has progressed in the only manner possible[|[1]] and that man has no power to influence the future, or indeed, his own actions.[|[2]] This belief is very similar to [|predeterminism].
 * 2) That actions are free, but nevertheless work toward an inevitable end.[|[3]] This belief is very similar to [|compatibilist][|predestination].
 * 3) That acceptance is appropriate, rather than resistance against inevitability. This belief is very similar to [|defeatism].

1. the acceptance of all things and events as inevitable; submission to fate. 2. Philosophy. the doctrine that all events are subject to fate or inevitable predetermination. ([])
 * Fatalism:**

= Fathom = 1. a unit of length equal to six feet (1.8 meters): used chieflyin nautical measurements. //Abbreviation:// fath 2. to measure the depth of by means of a sounding [|line] ; [|sound]. 3 ** . ** to penetrate to the truth of; comprehend; understand: //tofathom// // someone's // // motives. //

[]
 * Feminist theory - ** is the extension of [|feminism] into theoretical, or [|philosophical] discourse, it aims to understand the nature of [|gender inequality] . It examines women's [|social roles] and lived experience, and feminist politics in a variety of fields, such as [|anthropology] and [|sociology], [|communication] , [|psychoanalysis] , [|economics] , [|literary criticism] , [|education] , and [|philosophy] . While generally providing a critique of [|social] relations, much of feminist theory also focuses on analyzing [|gender inequality] and the promotion of [|women's rights] , interests, and issues. Themes explored in feminism include [|art history] and [|contemporary art] , [|aesthetics] , [|discrimination] , [|stereotyping] , [|objectification] (especially [|sexual objectification] ), [|oppression] , and [|patriarchy].

Bringing equity for women and leveling the playing field with men, in terms of women having more access to the resources that men are able to. Furthermore, Feminist theory and pedagogy is about transforming the structures that have treated gender, race, and class arrangements inequitably. Helps women to develop methods of pursuing agency both within and without educational organizations and social structures. __Resource:__ Tisdell, E. (2001). Feminist perspectives on adult education: Constantly shifting identities in constantly changing times. In V. Sheared and P. Sissel (Eds.), Making space: Merging theory and practice in adult education (pp. 271-285). Westport, CT: Bergin & Garvey.
 * Feminist theory and pedagogy**

- Not real or true, being imaginary or having been fabricated - Of, relating to, or denoting the imaginary characters and events found in fiction []
 * Fictitious**

- Young’s framework for identifying oppression consists of five faces - One or more may be present when identifying if a group is oppressed Young, I.M (1990) Five faces of oppression. In Justice and the Politics of Difference (pp. 39-65). Princeton, NJ: Princeton University Press.
 * Five faces of oppression** – exploitation, marginalization, cultural imperialism, violence

A **focus group** is a form of [|qualitative research] in which a group of people are asked about their perceptions, opinions, beliefs and attitudes towards a topic or idea. There are no boundaries for the discussion. There is usually a facilitator that encourages the discussion.
 * Focus Group**

=
<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Force field analysis looks at the decisions that the learner goes through to accept new learning concepts. (1) It is the part of the brain that weighs the pros and cons for implementing knowledge and implementing new skills. This analysis allows for the identification of information that can be used to improve situations. ======

=
<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">The term field is constructed by a person’s values, needs, ideals, motives, goals, moods, anxieties, and can change over time with experiences. (2) Forces are considered to be the goals that help a movement for or against a decision. (2) These principles can be applied to analysing human behaviour: like group conflict, morales, learning, and hatred to list a few. (2) ======

<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">This force-field analysis can be used as a tool to analyse forces by numeric weighting.

=
2. Lewin K. (1943). Defining the "Field at a Given Time." //Psychological Review.// 50: 292-310. Republished in //Resolving Social Conflicts & Field Theory in Social Science,// Washington, D.C.: American Psychological Association, 1997. ======


 * Forms of Control:** Identified by Newman as


 * Formal Education:** As normally used, the term formal education refers to the structured educational system provided by the state for students. In most countries, the formal education system is state-supported and state-operated. In some countries, the state allows and certifies private systems which provide a comparable education. A formal education program implies the process of training and developing people in knowledge, skills, mind, and character in a structured and certified program.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Formal Learning:** Learning that is conducted/sponsored by an educational organization which leads to recognized certification such as a degree, diploma or certificate.


 * Freire Methodology:** the principle goal of this methodology is to enable learners to transform themselves from passive objects to active subjects in social life and struggles. (Castano 1997).

The educator and the learners are equal participants in the learning process. The process is developed by a continuous dialogue between the educator and the learners: it is a dialogical methodology. (Castano 1997).

To cause to come together; convene. To come together in a group; assemble. []
 * Gather:**

Sociological category for human associations by Ferdinand [|Tönnies] published in 1887. Gemeinschaft is based on shared beliefs and kinship where people cared about well being of others like a family unit. .
 * Gemeinschaft:**the German translation of community. A group of people sharing values and a sense of belonging, such as a family or kinship. . (Walker, 2005; “Community”, Wikipedia, 2011)

Sociological category for human associations by Ferdinand [|Tönnies] published in 1887. Gesellschaft are individuals acting in self interest and achieved personal status.
 * Gesellschaft:**The German translation of society. Gesellschaft are groups of individuals motivated by self-interest. (Walker, 2005; “Community”, Wikipedia, 2011).

Some examples of gender characteristics : http://www.who.int/gender/whatisgender/en/
 * Gender:** refers to the socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women. For example, "masculine" and "feminine" are gender categories.
 * In the United States (and most other countries), women earn significantly less money than men for similar work
 * In Viet Nam, many more men than women smoke, as female smoking has not traditionally been considered appropriate
 * In Saudi Arabia men are allowed to drive cars while women are not
 * In most of the world, women do more housework than men

**Gender equality** (also known as **gender equity**, **gender egalitarianism**, or **sexual equality**) is the goal of the [|equality] of the [|genders] or the [|sexes] ,<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[1]] stemming from a belief in the injustice of myriad forms of [|gender inequality]. In the 1950s a more general movement for gender equality developed based on [|women's liberation] and [|feminism]. However, actual changes in attitudes continued to focus on specific issues. The movement has resulted in changes to laws, either relating to particular issues or general anti- [|sex discrimination] laws. Changes to attitudes to equality in education opportunities for boys and girls has also undergone a cultural shift. Some changes came about by adopting [|affirmative action] policies. The change has also involved changes to social views, including " [|equal pay for equal work] " as well as most occupations being equally available to men and women, in many countries. For example, many countries now permit women to serve in the armed forces, the police force and to be fire fighters. Also, an increasing number of women are active in politics and occupy high positions in business. Young, I.M (1990) Five faces of oppression. In Justice and the Politics of Difference (pp. 39-65). Princeton, NJ: Princeton University Press.
 * Gender exploitation** – has two aspects 1. transfer of the fruits of material labour to men and 2. transfer of nurturing and sexual energies to men


 * General adult literacy ** - These programs are open to any adult and focus mainly on improving core literacy skills (i.e., reading, writing, spelling, numeracy, computer and communication), but do not have a specific focus as do specialized programs (e.g., family literacy, workplace literacy, ESL). ( http://www.nald.ca/adultlearningcourse/glossary.htm)

[] Freire had three critria for choosing **generative words**. First: "the capacity of the words to include basic sounds of Portuguese or Spanish language". Second: the choice of words needed "to enable participants to move from simple letters and sounds to more complex ones". Third: chosen words needed "the capacity to confront social, cultural, and polital reality in which people live. They needed to provide both mental and emotional stimulation".(Meriam, 2005) p.162
 * Generative themes** a cultural or political topic of great concern or importance to learners in a Freire reading class. From this theme, they can generate keywords and class discussions.

Words and themes drawn from the life experiences of the learners. Educators developed the technique of dividing a generative word--for example, "FAVELA" (shanytown)--into syllables and presenting variations on these syllables by changing the vowels. The learners memorized the various "chunks of words" and put them together, forming new words and demystifying language. (Costano 1997) Freire called these words generative because of their power to generate other words. (Elias & Merriam 2005) ====<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-weight: normal; line-height: 16px;"><span class="pg" style="color: #333333; display: inline; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 3px; padding-top: 0px;">//<span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">–adjective: // ==== <span style="background-color: #ffffff; color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: 1em; line-height: 1.25em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 5px; padding-left: 3px; padding-right: 0px; padding-top: 0px;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;"><span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">of, pertaining to, <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">or <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">involving __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|the] __<span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;"> common __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|people] __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">, <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">especially as <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">contrasted <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">with or separable from <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">an elite:  <span class="ital-inline" style="color: #333333; display: inline; font-family: Georgia,Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">a grass-roots movement <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">for nuclear disarmament. // -//noun//<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;"><span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">:the common people, especially rural people. : //<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;"><span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">We <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">really <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">haven't <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">heard <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">anything from <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">the <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">grassroots yet // To add to this: Interestingly, grass roots level could also mean something is in it's preliminary stages or basic level.
 * Grassroots:**

~ People or society at a local level rather than at the center of major political activity ( [|http://www.answers.com/topic/grassroots-democracy#ixzz1dF7binyG] )

Global learners prefer a systematic approach and they see the big picture in tasks before going into the details. Professors encourage students to understand the big picture at the beginning of each course but they may have difficulty succeeding as learners may need to understand the basic principles before they will have any interest in the subject matter.
 * Global Learning**

**Globalisation** (or **globalization**) describes the process by which regional economies, societies, and cultures have become integrated through a global network of political ideas through communication, transportation, and trade. The term is most closely associated with the term [|economic globalization] : the integration of national economies into the international economy through [|trade], [|foreign direct investment] , [|capital flows] , [|migration] , the spread of [|technology] , and [|military] presence.<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[1]] However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors.<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[2]] The term can also refer to the transnational circulation of ideas, languages, or [|popular culture] through [|acculturation]. An aspect of the world which has gone through the process can be said to be **globalised**. []

**Governance** is the act of governing. It relates to decisions that define //expectations//, grant [|power], or verify [|performance]. It consists of either a separate process or part of [|management] or [|leadership] processes. ( [])

**Grade point average (GPA):** A measure of a student's academic achievement at a college or university. calculated by dividing the total number of grade points received by the total number attempted. Letter grades (A, A-, B, C etc.) correspond to particular grade points on the scale. For instance, on a 4 point scale, A = 4, A- = 3.7, B+ = 3.4, etc. Your GPA is calculated by adding up these numbers from your grades and dividing it by the number of courses you took. (http://www.schoolsincanada.com/Glossary-of-Education-Terminology.cfm)


 * Group:** A collective of persons differentiated from at least one other group by cultural forms, practices, or way of life. Members of a group have a specific affinity with one another because of their similar experience or way of life, which prompts them to associate with one another more than with those not identified with the group, or in a different way.

Source: Young, I.M. Five Faces of Oppression. In Justice and Politics of Difference (pp. 39-65). Princeton, NJ: Princeton University Press.


 * Group Dynamics:** Group dynamics calls attention to the fact that a collection of individuals has its own changing characteristics, ways of behaving, codes/rules of conduct for behaviour that influences both the group as a whole, and its individual members.


 * Hagiographic:** the writing and critical study of the lives of the saints; hagiology


 * Hands-On Teaching:** instructional activity that has students working with directly with resources relevant to the content being studied.


 * Hate crimes:**


 * Healing circle syndrome** - When someone gets stuck telling the same stories over and over again. Sometimes it is the only thing they can do and it takes up workshop time when it could be spent on envisioning on the future. (Kim Anderson in Speaking from the Heart: Everyday Storytelling and Adult Learning)

H. Althaus, Hegel: an intellectual biography (2000)
 * Hegel**, Georg Wilhelm Friedrich (1770-1831) was a German philosopher and the most prominent figure of the German Idealism. He saw reality as the great variety of all its manifestations in an historical development. This historical approach had a huge impact on Karl Marx when he discussed capitalism in its historical context. In adult education Hegel’s influence can also be seen in Paulo Freire’s analysis of the oppressed and the oppressor.


 * Hegemonic:** ruling or dominant in a political or social context.

http://www.cla.purdue.edu/english/theory/marxism/terms/hegemony.html
 * Hegemony (hegemonic)**: The processes by which dominant culture maintains its dominant position. For example, the use of institutions to formalize power; the employment of a bureaucracy to make power seem abstract (and, therefore, not attached to any one individual); the inculcation of the populace in the ideals of the hegomonic group through education, advertising, publication, etc.; the mobilization of a police force as well as military personnel to subdue opposition.

<span style="color: #272725; font-family: 'Times New Roman','serif'; font-size: 16px;">~the social, cultural, ideological, or economic influence exerted by a dominant group <span style="color: #272725; font-family: 'Times New Roman','serif'; font-size: 16px;">(http://www.merriam-webster.com/dictionary/hegemony)

Heidegger’s role during the NS dictatorship mad him a controversial figure in post war Germany. He was briefly director of the University of Freiburg, Germany, 1933/34. He remained a member of the NSDAP until 1945 although there was no obligation for professors to join the party. He also supported the ‘Bewegung’ (‘movement’) actively during his time as director. After the war he as suspended from teaching and finally became an emeritus in 1951. G. Steiner, Martin Heidegger (1991)
 * Heidegger**, Martin (1889-1976) was a German philosopher. His major work is entitled ‘Sein und Zeit’ (Being and Time). In his view all metaphysic is concentrating on what constitutes an entity ‘to be’. In Heidegger’s theory there are underlying principles and assumptions of the being of entities or humans. What do we mean when we say the ocean is blue? He also argued that modern technology is influencing the way we perceive the world and that this technology leads to the exploitation of natural resources. Art was to counter technology.


 * Heteronormativity** is any of a set of [|lifestyle] [|norms] that hold that people fall into distinct and complementary [|genders] ( [|man] and [|woman] ) with [|natural roles in life] . It also holds that [|heterosexuality] is the normal [|sexual orientation], and states that sexual and marital relations are most (or only) fitting between a man and a woman. Consequently, a "heteronormative" view is one that involves alignment of biological [|sex] , [|gender identity] , and [|gender roles] . [1] ^ a b Lovaas, Karen, and Mercilee M. Jenkins. [|“Charting a Path through the ‘Desert of Nothing.’”] Sexualities and Communication in Everyday Life: A Reader. 8 July 2006. Sage Publications Inc. 5 May 2008 []; [|http://en.wikipedia.org/wiki/Heteronormativity#cite_note-lovaas-0] (from Wikipedia, link before)


 * Hierarchy** - <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; line-height: 16px;"><span style="color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">any <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">system <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">of persons or things ranked one above <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; position: static;">another

Relationship between a superior and a subordinate. Hierarchal relationships result between people if one person is considered of higher or lower status compared to the other person.
 * Hierarchal relationships:**


 * Highlander (Highlander Research and Education Center)** - is a liberal leadership training school and cultural center located in New Market, Tennessee. Founded in 1932 by activist Myles Horton, educator Don West, and Methodist minister James A. Dombrowski, it was originally located in the town of Monteagle, in Grundy County, Tennessee. It was featured in the 1985 documentary film You Got to Move.

Highlander has provided training and education for the labor movement in Appalachia and throughout the Southern United States. During the 1950s, it played a critical role in the American Civil Rights Movement. It trained civil rights leader Rosa Parks prior to her historic role in the Montgomery Bus Boycott, as well as providing training for many other movement activists including Martin Luther King, Jr., James Bevel, Bernard Lafayette, Ralph Abernathy and John Lewis in the mid- and-late 1950s. The resulting backlash of the school's involvement with the Civil Rights Movement led to the school's closure by the state of Tennessee in 1961. It reorganized and moved to Knoxville, Tennessee, where it reopened, later becoming the Highlander Research and Education Center.

Original Purpose (Adams 1975): educating for a revolution that would basically alter economic and political power relationships to the advantage of the poor and powerless


 * Homework:** Work assigned to be done outside of a session or lecture. Generally this is assigned by the instructor and is intended for general understanding of topics to be covered or extra practice of skills and concepts that are being presented as part of a course.


 * Homophobia** is a term used to refer to a range of negative [|__attitudes__] and feelings towards [|__lesbian__] and [|__gay__] and in some cases [|__bisexual__], [|__transgender__] people and behaviour although these are usually covered under [|__biphobia__] and [|__transphobia__]. [|__Intersex__] and [|__asexual__] people are also sometimes included. Definitions refer variably to [|__antipathy__], [|__contempt__], [|__prejudice__], aversion, and irrational [|__fear__].

Among more discussed forms are institutionalized homophobia (e.g. religious and state-sponsored[5]), [|lesbophobia] – the [|intersection] of homophobia and sexism directed against [|lesbians], and internalized homophobia – a form of homophobia among people who experience [|same-sex attraction] regardless of whether or not they [|identify] as [|LGBT]. Two words originate from [|homophobia]: [|homophobic] (adj.) and [|homophobe] (n.). A person who displays homophobia or is thought to do so is described as being homophobic and labeled as a homophobe.
 * Homophobia** is observable in critical and hostile behavior such as [|discrimination]and [|violence] on the basis of a perceived [|homosexual] or in some cases any [|non-heterosexual] [|orientation]. In a 1998 address, author, activist, and civil rights leader [|Coretta Scott King] stated that "Homophobia is like [|racism] and [|anti-Semitism] and other forms of [|bigotry] in that it seeks to dehumanize a large group of people, to deny their humanity, their dignity and personhood."

Source: [|__http://en.wikipedia.org/wiki/Homophobia__]


 * Horton, Myles (1905 to 1990):** An American educator and activist who is best known for creating the Highlander Folk School in Tennessee in 1932. During the 1950's and 1960's, the Highlander Folk School acted as a site of major social change in terms of progressing civil rights in the US. Horton worked closely with different civil rights activists and labor groups at that time. Through the school, Horton also acted as a director and educator by leading workshops and literacy programs for participants.

Reference: NLU Library http://nlu.nl.edu/academics/cas/ace/resources/myleshorton.cfm

N.A. Rupke, Alexander von Humboldt. A Metabiography (2005)
 * Humboldt**, Alexander von (1769-1859) was a German Scientist, explorer and universal scholar who worked in the fields of Geography, Geology, Botany, Oceanography, Astronomy, Ethnology and Demography. He travelled widely throughout Europe, Latin America, Asia and the US. After a start in the mining industry he founded one of Germany’s first school for miners (‘Bergschule’) aged 12-30 years in the town of Steben in 1793. Classes were run done after the shift in the evenings until 11pm. The topics comprised among others Mineralogy, Mathematics and Law for the mining industry. The textbooks were written by von Humboldt himself. Von Humboldt was also involved in diplomatic missions for the Prussian kings Frederik William III and Frederik William IV. He was known throughout Europe and even once described as the “European Minister for Culture” in his time (Hanno Beck, Alexander von Humboldt, 2 vols, 1959-1961). Due to his enormous knowledge and interest in teaching von Humboldt promoted a close relationship between the researcher and his students. Humboldt was also present at the Academie Francaise in 1822 when Jean-Francois Champollion presented his decipherment of the ancient Egyptian Hieroglyphs.

//Holistic perspective is one of the six main principles (along with relatedness, duality, uncertainty, participation and energy) attributed to quantum thinking in education - a concept borrowed from quantum physics (Vella, 2002, p. 31).//
 * Holistic Perspective:** The whole is far more than the sum of its parts. Learners learn more than we can teach. (from Learning to listen, learning to teach in regards to engagement in learning)

**Human rights** : An individual's statutory right to equal treatment and free from discrimination prohibited by statute and which, generally, provides a civil remedy to provide compensation or to punish such discrimination when it is reported. []

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Humanism: P**hilosophical orientation to education where the purpose of education <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">is to enhance personal growth and development. This growth of this philosophy <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">led to change from teacher-centred to learner-centred learning <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">environments.