Review: Common Fire: [Leading] Lives of Commitment in a Complex World

awareness of the connections assessment of self. However, the from various perspectives; Review among things-of interrelatedinvestment of both time and self 3). emotional aspects: ness, broadly construed-is a key will be richly rewarded. Adult edustress and motives inlearning; sensibility among those whose cators are, by definition, commit4). cognitive aspects: brain and Common Fire: [Leading] lives are committed to the comted to the common good. This mind inlearning; 5). social Lives ofCommitment ina mon good. " (p. 17) One by one, volume allows us to reassess both aspects: gender and cultural bases Complex World, by Laurent A. the chapters of the book "reveal a ourselves and the "commons" inlearning; 6). physical aspects: Parks Daloz, Cheryl H. Keen, constellation of interdependent where we attempt to make a learning skilled performance, and James P. Keen, and Sharon patterns by which committed lives difference. 7). spiritual aspects: learning Daloz Parks. (996). Boston: are formed" (p. 18), patterns that beyond body and mind. In Beacon Press. xii + 273 pp.; are grouped under the headings 8). cycles and styles of learning, $25 (hardcover). 288 pp.; ofcommunity, compassion, conReview MacKeracher presents the models $15 (softcover). viction, courage, confession, and developed by Kolb, Hunt, and Taycommitment. lor; in9). Strategies and Models Making Sense ofAdult LearninFacilitating she discusses the Common Fire is anuncoming, by Dorothy MacKeracher. basic facilitating strategies of mon book. Based onastudy (996). Toronto: Culture Condirecting, enabling, and collaboinvolving interviews with 100 percepts. viii + 288 pp.; $23.75 rating and the behavioural [sic], sons representing the diversity of This volume allows us to (softcover) . humanistic, and dialectical our society (gender, ethnicity, SES, models of facilitating; and 10). etc.) and meeting certain criteria reassess both ourselves Putting the Ideas Together pro(e.g., commitment tothe comand the "commons" where I have long hoped that somevides a synthesis of themes for the mon good, perseverance and one would revise and updateJ.R. learner and for the facilitator. resilience, ethical congruence we attempt to make a Kidd's How Adults Learn, even to On practically every page one between life and work, and difference. the point ofthinking about taking ortwo statements are set apart engagement with diversity and on the project myself. What I that highlight the concepts under complexity), the author's attempt found particularly attractive discussion. Throughout there are to create a mirror that differs from about Kidd's volume, inaddition boxes (20 inall) that, inaddition the public mirrors of the media, to the focus on the learning to the final chapter, specify the which "too often portray people in Each chapter begins with a process (as understood 25 years learning and facilitating princiour society as living 'terrible and vignette that details the thoughts ago), was the particular attention pies to be drawn from the topic little lives. ' " (p. 7) Rather, theirs and actions of one ormore exemhe gave to the topics, "The Affecjust completed. The discussion of is "one that reflects the lives of the plary individuals. These vignettes tive Domain" and "Being and spiritual aspects of learning even many people who live and work in provide the bases for exploring Becoming," concepts which have, includes, as part ofapersonal committed and sustained ways more fully one ofthe six key charwith a few exceptions, received litvignette, "unintegrated ideas too amidst the complexity of the new acteristics ofpersons committed tIe attention elsewhere inthe good to throwaway. " (p. 168) The commons on behalf of the comto the common good. In addition, adult education literature. very layout ofthe volume invites mon good. " (p. 7) two "interludes" provide the Dorothy MacKeracher has the reader to become involved. Inthe face of the American opportunity to present extended changed all that. Following introThis volume is a revision of a legacy of individualism-busystories that further explicate the ductory chapters inwhich she report, Adult Learning Principles ness and consumerism, cynicism, insights developed inthe individprovides anoverview of1). and7heirApplialtion to Program and tribalism-that shuts out ual chapters. assumptions about learning and Planning, that MacKeracher had others, what is itthat leads people Common Fire is not aquick adult learning and; 2). characterprepared for the Ontario Ministry of to acommitment to the common read; itcalls for engagement, both istics ofadult learners, she Education. I'm glad she made the good? The authors found that "an with the text and with one's considers learning inadulthood revision; I think she must be, also.