Teaching Adults: Is it different?
The adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents. The assumption that teachers of adults should use a different style of teaching is based on the widely espoused theory of andragogy, which suggests that "adults expect learner-centered settings where they can set their own goals and organize their own learning around their present life needs" (Donaldson, Flannery, and Ross-Gordon 1993, p. 148). However, even in the field of adult education, debate occurs about the efficacy of a separate approach for teaching adults. Some believe that adult education is essentially the same process as education generally
…show more content…
Drawing upon the work of Habermas and Mezirow, Cranton (1994) classified adult learning into three categories:
Subject-oriented adult learning-In adult learning contexts that are subject oriented, the primary goal is to acquire content. The educator "speaks of covering the material, and the learners see themselves as gaining knowledge or skills" (ibid., p. 10).
Consumer-oriented adult learning-The goal of consumer-oriented learning is to fulfill the expressed needs of learners. Learners set their learning goals, identify objectives, select relevant resources, and so forth. The educator acts as a facilitator or resource person, "and does not engage in challenging or questioning what learners say about their needs" (ibid., p. 12).
Emancipatory adult learning-The goal of emancipatory learning is to free learners from the forces that limit their options and control over their lives, forces that they have taken for granted or seen as beyond their control. Emancipatory learning results in transformations of learner perspectives through critical reflection (Mezirow 1991). The educator plays an active role in fostering critical reflection by challenging learners to consider why they hold certain assumptions, values, and beliefs (Cranton
…show more content…
Donaldson (1989) used a case study approach to examine student letters recommending faculty members for an excellence in off-campus teaching award. Flannery (1991) interviewed 68 returning students during the first semester back at school, asking them what they expected of instructors in the classroom. Ross-Gordon (1991) used the Critical Incident Technique to collect examples of the best and poorest instructors that respondents had encountered during college. Data for Ross-Gordon's study were collected through a questionnaire mailed to a randomly selected sample of adult undergraduates. The results from all three studies suggested that adult students might have "different" expectations for teachers that in some ways paralleled the assumptions underlying an andragogical approach, but each researcher also found some similarities to expectations for a teacher-directed approach. By combining the results of their studies, the researchers were able to confirm and extend their individual results and also add an element that compared the expectations of adult students to those of traditional students as reflected in the literature.
In the combined results, the six most frequently mentioned attributes adult learners expected of effective instructors were as follows (Donaldson, Flannery, and Ross-Gordon 1993, p.
According to Relevant Research, Inc and the International Society of Hair Restoration Surgery, 35 million men and 21 million women in the United States were experiencing hair loss as of July 2013. Hair loss can have many causes and subsequently there are many solutions. People experiencing hair loss will go to great measures to reverse their hair loss. 47% of hair loss suffers said they would give up their life savings to regain a full head of hair and 60% said they would rather have more hair than money or friends. With those statistics, it is no surprise that that the worldwide revenue for surgical hair restoration alone is $1.87 billion. However, not all hair loss solutions are a match for everyone and some do not provide the results promised. In order to truly understand what type of solution is best for an individual it is necessary to know what has caused the hair loss. Alopecia, which simply means hair loss and does not refer to one specific hair loss disease, can be caused by many factors from genetics to stress. The three most common types of alopecia are androgenetic alopecia, telogen effluvium, and alopecia areata.
“‘KISS ME, HARDY! Kiss me, QUICK!’ Turned her face away from me to make it easier. And I shot her” (Wein 285), desperately yelled Jullie in Elizabeth Wein’s book, Code Name Verity. Throughout this tale of two female companions in World War II, the theme of friendship was portrayed through the bond between Maddie and Julie, the alliances with those around them, and the events that tie these two together.
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
Ethical judgements often add complex implications to the pursuit of knowledge, regardless of the area of knowledge. In the areas of the arts and natural sciences, ethics can pertain in diverging ways. For the arts, ethics often comes into question when determining whether or not it is worthwhile to sacrifice ethics for artistic choices and messages. For the natural sciences, in contrast, ethics is often debated in the pursuit of new knowledge. There are many different criteria to when it comes to the ethical justification of knowledge, all based on different perspectives; whether these judgements have a direct impact in knowledge production or come into play in hindsight depends largely upon how ethics is perceived.
Many students, including myself are entering college for the first time in our lives. They experience things alien to them and have to deal with an exorbitant amount of anxiety and stress. A major stressor that stands out is learning the academic way of thinking. Reading rhetorically and writing in a formal and academic manner are terms that, until now, were entirely foreign to me. At the high school level, many students are not exposed to these processes. Plain and simple, they just don’t experience this type of thinking and learning. This in turn causes an almost fight and flight response on the student’s part. Many students that struggle through these concepts give themselves the opportunity to stand or fall on their own accord, while others shut down and leave their education in the hands of chance. Students who experience this form of struggle are usually faced with the fear of asking for help.
What is andragogy? Andragogy consists of a theoretical model of six assumptions that was developed by Malcolm Knowles in order to “distinguish adult learning and adult education from other areas of education” (Mirriam, Caffarella, & Baumgartner, 2007, p. 83). And so, andragogy might also be defined in terms of the efforts of “multiple researchers and scholars” (Henschke, 2011, p. 35) searching for a way to “establish andragogy as a proven theory and strong method for teaching adults” (Henschke, 2011, p. 35). But why is the topic of andragogy important for both adult learners and teachers? It is important because in order to effectively teach adult learners we must first “be cognizant of the differences which adult students bring to the classroom” (Schultz, 2012, p. 1) and to also understand that among adult learners, there exist “varying expectations and reasons for learning” (Schultz, 2012, p. 1). Andragogy is more¬over important to adult learners and teachers because both “learners and educators alike can use [it] to strengthen the learning transaction” (Mirriam et al., 2007, p. 84). With this brief definition of andragogy, along with the corresponding reason for its importance in mind, what now follows is what this paper is going to be about. The topic of this paper is an evaluation of whether or not the traditional learning environment is conducive to learning for adult learners as opposed to the andragogical environment. And the dual purpose hereof is to first briefly relate my own personal experience in a traditional learning context (under the heading of a ‘Traditional Learning Environment’), and then to reflect upon whether or not that traditional context (this time under the heading of ‘Andragogy Reflection’) i...
This essay is to consider and discuss how I might apply the theories of Malcolm Knowles, in my own current or future training work. The essay will include a brief biography on Malcolm Knowles, and his theory on adult education / learning andragogy, to include definitions of andragogy and pedagogy, which has been the mainstay of all education theory for hundreds of years.
Edward Lindeman is thought by many to be the founder of contemporary adult education. His work in the area of adult education included the writing of articles, books, public presentations, assistance in the collegiate system as a lecturer of social work and as an associate pastor in the church (Brookfield 1986). Lindeman and Martha Anderson traveled to observe and analyze the German Folk High School system and the worker’s movement. Consequently, Lindeman and Anderson’s comparative research lead to the breakthrough of the German perception of andragogy. Their studies define andragogy as the “true method of adult learning” (1986). In 1968 at Boston University, the initial use of the term “andragogy” to attain prevalent notice of adult instructors occurred when Malcolm Knowles who at the time was an instructor of adult education, presented the term via journal article. In his 1970 book publication, he defined “andragogy” as the art and science of helping adults learn. The concept of self-directed learning, or SDL, maintained below reveals Knowles’ definition of SDL:
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
A defining condition of being human is that we have to understand the meaning of our experience. For some, any uncritically assimilated explanation by an authority figure will suffice. But in contemporary societies we must learn to make our own interpretations rather than act on the purposes, beliefs, judgments, and feelings of others. Facilitating such understandings is the cardinal goal of adult education. Transformative learning develops autonomous thinking. (Mezirow 1997, p. 5)
Andragogy, made famous in the United States by Malcom Knowles in 1967, is the art and science of teaching adult learners as opposed to pedagogy which is the art and science of teaching but not distinguishing what age group (Rachel, 2002). Knowles implemented andragogy through the use of a learning contract, in which learning objectives, strategies and resources, achievement, and methods for evaluation are all determined by both the learner and instructor (2002).
The Andragogical model is characterized by six assumptions that have emerged from research. The first assumption titled, “the need to know” describes the idea that, “Adults need to know why they need to learn something before undertaking to learn it” (Knowles, Holton & Swanson, 2015, p. 43). “The learner’s self-concept”, describes the second Andragogical model assumption as, “Adults have a self-concept of being responsible for their own decisions, for their own lives” (Knowles et al., 2015, p. 44). The third assumption of the Andragogical model is “the role of the learners’ experiences”. Knowles et al. (2015), describe this as, “Adults come into an educational activity with both a greater volume and a different quality of experience from that of youths” (p. 44). “Readiness to learn” describes the fourth Andragogical model assumption as, “Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations” (Knowles et al., 2015, p. 45). The fifth Andragogical model assumption is “orientation to learning”. Knowles et al. (2015), describes this level as, “Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems they confront in their life situations” (p. 46). “Motivation” describes the sixth level
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...
Both the arts and the sciences have completely different methods to create knowledge, thus the effects ethical judgments have on the arts and the science are different. Ethics limits the production of knowledge in both the arts and natural sciences, however, in the arts ethical judgments do not limit the methods available in the production of knowledge, rather it limits the propagation of knowledge. On the other hand, ethical judgements do limit the methods available in the production of knowledge in the natural sciences, because ethical judgments are self regulated in the natural sciences by reason because of the role of ethics in the methods.
Ethical judgment is reasoning about the possible alternatives in a situation and judging which alternative is the most ethical one. A person making an ethical judgment uses reason to decide what is the best alternative to resolve one problem or to determine that one alternative is morally right and another alternative morally wrong. In short, ethical judgment is a process of considering several alternatives and choosing the most ethical one.