ESRAD (official)

Do you know who we are? Check here...

Learning how we can grow wiser, by Monika Ardelt, now at our Summer Symposium!

We are now enjoying Judith Glück talking about "What is wisdom – and why do we so often do the unwise thing?" at our Summer Symposium!

For info on the symposium, check europeadultdevelopment.org/summer-symposi… To apply, send mail to: esradinfo@gmail.com

Bursaries for free attendance of Summer Symposium on wisdom July 5th. For info on bursaries, check 👇

Reminder! Please, repost! Spread the word!

Summer Symposium on Wisdom - July 5th. For info, check here europeadultdevelopment.org/summer-symposi… and👇

Membership is free of charge, check here: europeadultdevelopment.org/membership.html

Deadline approaching! europeadultdevelopment.org/small-grants.h… If you are not an ESRAD member, you can easily become one; check the first comment 👇

The reference: Ouellette-Schramm, J. (2023). Self-authored motivations of US adult basic education English learners. Australian Journal of Adult Learning, 63(2), 185–205. The link: ajal.net.au/downloads/self…

The federally defined goal of U.S. Adult Basic Education programs is to increase learners’ skills to enable them to enter the workforce. A paper by Jennifer Ouellette-Schramm investigates what are the actual goals of the adult learners. For more info, 👇

Reminder: ESRAD Research Grants, deadline March 31st!

Pender, A. (2023). From partial to integrated perspectives: How understanding worldviews can expand our capacity for transformative climate governance. Earth System Governance, 16:10074. doi.org/10.1016/j.esg.…

Ever wondered how worldviews, values and beliefs shape understanding and responding to the climate crisis? Check out Pender's article "From partial to integrated perspectives: How understanding worldviews can expand our capacity for transformative climate governance" for info 👇

Reminder: ESRAD Research Grants, deadline March 31st!

Abstract 3/3: dialogical and participatory learning activities aimed at giving participants the opportunity to develop their English fluency, whilst finding commonality and meaning in their own and others’ experiences.

Abstract 2/3: described as ‘real’ talk by learners, which, in a process that not only developed the authentic use of the English language but also enabled them to recognise the common bonds that make us all human. The project led to a curriculum rethink and a commitment to

Looking for ways to enrich your pedagogical practice using Socratic Dialogues? You may be interested in Nicholson's work on "The Thinking Folk Project". For link to fulltext and abstract, 👇

Not booked your (free) ticket yet? There is still time!