more mindful of their practitioner audience. The two new chapters likely represent critical additions to this edition. As key concepts in adult education practice, diversity and inclusion ought to be discussed in any book which aspires to be a primer in the field, because, as stated in the book, “the field of adult education can play a major role in promoting human freedoms” and should appreciate, celebrate, and support diversity and inclusion (p. 211). To that end, it is commendable that the authors discuss the characteristics of an inclusive adult education classroom and the considerations for facilitating learning in such an environment through the lens of the andragogical process model. The authors also argue that andragogy is a useful model for planning and facilitating adult learning online. In addition to the existent, theoretical/conceptual chapter on computer-based instruction for adults, in this edition, the authors offer practical recommendations for facilitating adult learning in an online environment based on the six core adult learning principles. However, the authors do not specifically discuss the digital and technological competences needed to participate in online adult learning but focus on the learning process/activities. The basis of these strategies lies in the assumption that both the educator and the adult learner would be sufficiently technologically literate to design/participate in online learning experiences. As such, this seems to be an area for potential growth with future editions. Overall, the ninth edition of The Adult Learner discusses foundational as well as current issues in adult learning and human resource development, keeping the content relevant and beneficial to a diverse audience. Unlike its predecessor, whose target audience seems to have been graduate students, this edition comes true to its promise of offering valuable content to both students and practitioners. This is most notable in the revisions to the structure to highlight a section on tools and resources for implementing andragogy, as well as practical advice and recommendations included in the chapters in part three. It should be noted that practitioners who will find the content of this book most useful are those who work in formal settings. While some of the content may be adapted for use in less structured contexts, readers should note that this seems not to have been the environment that the authors had in mind. Regardless, no scholar or practitioner should delve into adult learning theory and practice without reading this contemporary classic.

中文翻译：

---

书评：超越经济利益：对全球化世界中成人识字和算术的批判性观点 Yasukawa, K. 和 Black, S.

更注意他们的从业者观众。这两个新章节可能代表了对这一版本的重要补充。作为成人教育实践中的关键概念，多样性和包容性应该在任何立志成为该领域入门书的书中讨论，因为正如书中所述，“成人教育领域可以在促进人类自由”，应该欣赏、庆祝和支持多样性和包容性（第 211 页）。为此，值得称道的是，作者从成人教育过程模型的角度讨论了包容性成人教育课堂的特点以及在这种环境中促进学习的考虑因素。作者还认为，成人教育是规划和促进在线成人学习的有用模型。除了现有的，关于成人计算机教学的理论/概念章节，在这一版中，作者根据成人六项核心学习原则，为促进在线环境中的成人学习提供了实用建议。然而，作者并没有具体讨论参与在线成人学习所需的数字和技术能力，而是关注学习过程/活动。这些策略的基础在于假设教育者和成人学习者都具有足够的技术知识来设计/参与在线学习体验。因此，这似乎是未来版本的潜在增长领域。总体而言，《成人学习者》第九版讨论了成人学习和人力资源开发的基本问题和当前问题，使内容与不同的受众相关且有益。与其前一版的目标受众似乎是研究生不同，这一版兑现了它为学生和从业者提供有价值内容的承诺。这在对结构的修订中最为明显，以突出关于实施和学的工具和资源的部分，以及第三部分章节中包含的实用建议和建议。应该注意的是，会发现本书内容最有用的从业者是那些在正式环境中工作的人。虽然某些内容可能会被改编为在结构较少的环境中使用，但读者应该注意，这似乎不是作者所考虑的环境。不管，