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Philosophies of adult education
Theoretical framework for adult learning
Transformational adult learning
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Recommended: Philosophies of adult education
Adults and Children as Learners
Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners: adults need learning to be meaningful; they are autonomous, independent, and self-directed; prior experiences are a rich learning resource; their readiness to learn is associated with a transition point or a need to perform a task; their orientation is centered on problems, not content; they are intrinsically motivated; their participation in learning is voluntary (Draper 1998; Sipe 2001; Tice 1997; Titmus 1999). For some, "the major difference between adults and younger learners is the wealth of their experience" (Taylor, Marienau, and Fiddler 2000, p. 7). For others, the capacity for critical thinking or transformative learning is what distinguishes adults (Vaske 2001). In contrast, pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
If there are indeed "distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults" (Titmus 1999, p. 347). However, each of these characteristics is contested. Courtney et al. (1999) assert that "characteristics of adult learners" refers to a small number of identified factors with little empirical evidence to support them. Andragogy has been criticized for characterizing adults as w...
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...ctions for Adult and Continuing Education no. 91, edited by C. A. Hansman and P. A. Sissel, pp. 17-27. San Francisco, CA: Jossey-Bass, Fall 2001.
Smith, M. C., and Pourchot, T., eds. Adult Learning and Development. Perspectives from Educational Psychology. Mahwah, NJ: Erlbaum, 1998.
Taylor, K.; Marienau, C.; and Fiddler, M. Developing Adult Learners. San Francisco, CA: Jossey-Bass, 2000.
Tice, E. T. "Educating Adults: A Matter of Balance." Adult Learning 9, no. 1 (Fall 1997): 18-21.
Titmus, C. "Concepts and Practices of Education and Adult Education: Obstacles to Lifelong Education and Lifelong Learning?" International Journal of Lifelong Education 18, no. 5 (September-October 1999): 343-354.
Vaske, J. M. "Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field." Ed.D. dissertation, Drake University, 2001. (ED 456 251)
Anuthir uni uf Arlitti’s meon cherectir treots os thet shi os fall uf silf-poty end os elweys fiilong bed fur hirsilf. A promi ixempli uf thos os whin shi stetis cuantliss tomis, “…end Gud knuws I disirvi sumi hepponiss” (pegi twu). Nu uni oncladong Yvunni wents tu bi eruand sumiuni whu os elsu fiilong surry fur thimsilvis. Thos os ispicoelly ivodint darong thi doelug un pegi uni whin Yvunni lits uat e bog sogh whin Arlitti esks hir tu cumi uvir biceasi shi os “sock”. Arlitti’s riletounshop wuald grietly binifot by hir cerong muri fur Yvunni’s hepponiss biceasi Yvunni wuald fiil muri oncloni tu hilp hir.
The French Revolution had a major impact on the Haitian Revolution. Starting in 1789, the French people, from the rich to the poor, rose up against their government and forced change in their political and social systems. In Haiti, there were also many different groups of people, including slave owners, poor whites, free and achieved "colored people," and slaves, all with conflicting interests. Oppressed groups fought, notably the free "colored people" and the slaves, both peacefully and violently, against their government and the laws restricting fundamental human rights and liberties. The Haitian revolutionaries benefited greatly from the Enlightenment ideas of progress and freedom in France, causing them to cause a rebellion and eventually
During 1791 to 1803 the Haitian Revolution was developing as the French revolution began to end; the French Revolution had ended by 1799. The French revolution inspired the Haitian Revolution that was fought between gens de couler and white settlers while the French revolution was fought between the three estates, the first and second estates being clergy and nobles and the second estate was everyone else. France was already in debt from assisting in the Seven years war and American Revolution. The French also despite being in debt assisted in the Haitian Revolution with Louvertures army to abolish slavery in Haiti which put the French further in debt. Both the Haitian and French Revolution were fighting for all people to be equally represented
A revolution is defined as: “the violent and abrupt overthrow of a sociopolitical regime that leads to change in the fundamental political and social institutions of a society.” At first glance, the Haitian Revolution appears to meet that criteria. The revolt lasted for 13 brutal years, from 1791 – 1804, and resulted in 62,000 dead Frenchmen and over 100,000 dead Haitians. In the end, the Haitians reigned victorious and gained their independence. The shear length, number of casualties, and overthrow of the French colonial government certainly satisfy the first. requirement. Meeting the second requirement, fundamental change in the political institution, was also attained. After Haiti attained independence, the Haitians gained control of their
Adult education is intentional, purposeful, and organized. It involves a planned class/training session or series of systematic classes/training sessions intended to spawn learning. The immediate goal is to change or increase the student’s knowledge or ability. In adult education, the teacher/trainer is to provide new information to the student in an organized format in such a way that learning of the new skills and/or knowledge can occur.
Adult learner retention continues to hold the attention of adult educators in every type of program. Although the reasons students leave and the strategies for keeping them may differ from adult basic education (ABE) to higher education, the goal of retention is the same: to keep learners in programs until they achieve their goals (Tracy-Mumford et al. 1994). In any program, adults are largely voluntary participants, but the student role is just one of many roles and responsibilities competing for their time and attention. In fact, personal reasons such as family problems, lack of child care, and job demands are often cited as the cause of withdrawal. At the same time, adults usually have pragmatic, focused reasons for participating and will leave whenever they feel their goals have been met or if they feel the program will not satisfy their goals. Personal/job factors may seem to be beyond institutional control, whereas program satisfaction is something educators can improve. This Digest provides an updated look at research on retention in adult education and suggests effective practices for different settings.
ADULT LEARNING THEORY 2 Adult Learning Theory Malcolm Knowles Malcolm Knowles (1913-1997) was a key figure in America’s adult education in the second half of the twentieth century (Smith, 2002). Early Life “Born in 1913 and initially raised in Montana,” Knowles seems to have had “a reasonably happy childhood. His father was a veterinarian and from around the age of four Knowles often accompanied him on his visits to farms and ranches” (Smith, 2002, para. 2). His mother also played a critical role in his character building. During his campaign for the scouting prize, he developed a technique that would help him compete successfully (Smith, 2002), which he always thanked his mother for. In 1930, He entered Harvard University with scholarship, where he spent four dynamic years. Although job opportunities were extremely scarce, he still managed to find a job in Phillips Brooks House at Harvard (National Louis University [NLU], 2005), “a university organization dedicated to social work” (NLU, 2005, para. 7); he also volunteered to participate in many activities with immigrants at Boston's Lincoln House Settlement (NLU, 2005). In addition, he accumulated experiences in communicating with youth groups and counseling for immigrant Italian families. He was even elected President in Harvard's Liberal Club (NLU, 2005). He was soon found to be caught up in the Depression; however, he was not defeated by either the delivery job for the New York Times in the Cambridge area, or the errands he ran as a water boy for the Harvard football team (Smith, 2002). With the desire to work in the field of education, Knowles managed to get a job in new National Youth Administration in Massachusetts, where he was involved in “finding out what skills local em...
L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
...e slave revolution also caused a complicated relationship between Haiti and France, as well as the abolition of slavery. In the end the slaves gained their freedom and wrote a constitution of their own. The revolution is the symbol of Haiti’s freedom, independence, and the slaves struggle to gain the equality they rightfully deserved.
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Foundations of Adult Education: Critical and Contemporary Issues, Retrieved from http://www-distance.syr.edu/literature.html
Merriam, S. B. & Brockett, R. G. explains the difference between Adult Learning and Adult Education. Adult Learning is a cognitive process. (Merriam, S. B. & Brockett, R. 2007,G p.5) Learning is acquiring new information gained from life experiences, reading to inform yourself and personal relationships. It differs from Adult Education because it is informal. For example, if one would like to live a healthier life style and obtain information on good nutrition by reading a self-help book, this is adult learning. If one attends a nutritional class with a nutritionist as an instructor, this is a form of adult education. Adults are lifelong learners because learning is an on-going process. Learning is constant, incidental and is everywhere. Lindeman beli...
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
Most individuals are faced with difficult situations that require specific trainings or skills that most people do not have. Orientation of Adult Learning helps equip that individual with the basis of self-awareness and academic concepts to make sure that each individual is able to succeed. There are several academic concepts that were researched and discussed in this five week course.
The facilitation of this model allows adult learners to be active and self-directed in their learning.