Welcome to my first blog entry in EDS 131. The readings in module 1 revolves around defining adult learning, learner and education. In this module I have also learned the difference of pedagogy and andragogy. With this definitions and some other information, I would have a great start towards knowing more about adult education and this would serve as the foundation of the course I am taking. Moreover, in this blog, I will share to you my learning and what could I do with it.
This includes all set of learning of a considered adult. It may be formal learning or non-formal or even incidental or informal learning. The concept that encompasses adult learning is what the European adult educators called andragogy. Andragogy is the “art and science of teaching adult learner” (Hanssman and Mott, n.d.). Adult learning is self-directed, it is driven by different motivation. In addition, Ahmed provides a strong definition of learning that would help us understand more of adult learning, he says, “Learning denotes the outcome of education process” (Ahmed, 2009). Since it is the “outcome of education process”, we could safe to say that with education there is adult learning, as long as those considered adult is driven by their own desire, choice and purpose of having education.
These are individuals, who considered by themselves or the society as adult, who are involved in learning activities that would clearly satisfy their needs and that they may attain the changed status they are aiming for or any motives on their education or personal life. They are self-directed and independent. They are into a problem-centered education than teacher-centered teaching. (Cyrr, 1999) They are “capable of directing their own learning from a rich reservoir of their own life experience” (Knowles, 1980 as cited by Hanssman and Mott, n.d.) They prefer to be an active participant rather than a passive one like those of the pedagogical approach. (Cyrr, 1999) They have different motives by their selves and in Houle’s interview to 22 adult learners (1961), he was able to group the learners into three: the goal-oriented learners—“seeks to achieve specific outcomes”, activity-oriented learners—who just like to do the activities and join without even caring for the activity, and the learning-oriented learners—who “like to learn for learning sake”. (Houle, 1961 as cited by Hanssman and Mott, n.d.)
This is merely the education of considered adult in a community. This includes formal, and non-formal education. Defining adult education is hard since defining adult itself has a broad meaning. Hanssman and Mott (n.d.) provides some factors that would set the definition of adulthood, and these are the psychological maturity level, social roles and life situations. With these factors, we may say that a person may be considered adult when he/she assumed a role that is usually considered as adult role, or we could say that he is already an adult since he thinks maturely as what adults normally do, or we could just probably say that she is an adult since she is already a mom to her son. Whatever it is, we can safely say that, adult education is a process of a lifelong learning of a considered adult that could help them grow personally, economically and socially that would promote changes in their status, say professional career. (Arinto & Bandalaria, 2009)
With these information, I now have a clearer view of adult learning, learner and learning. I would use this as my foundation in the preceding topics to study. But more importantly, I would use these, especially the factors that drives a human to study, in connecting positively with the adults. Also, I may use this in understanding their views and principle and become an effective educator that would aim to attain the goals that the adults have set in their education. Since I know what the qualities of an adult learner are, if I become an adult educator, I could use this information as a tool in understanding their personalities, view and value on the education that they are pursuing. I would be more sensitive with the adults since I know that they are more of willing to start learning and that the education they would pursue must have relation to their career or personal life. With these, I must also understand that there are also diversity in views as the generation differs and so I must have an adaptable and flexible mindset of what an adult education, learner and learning must be.
Photo taken while studying the readings for module 1 🙂
Arinto, P. and Bandalaria, M. (2009). Lifelong learning. EDDE 211 Course Manual: Module 4 – Adult education and learning, Sections 1 and 2, pp. 1-3. University of the Philippines Open University.
Hansman, C.A. and Mott, V.W. (__). Adult learners. In The centrality of the adult learner and adult learning, Chapter 1, pp. 13-23. Sage Publications. Available at http://www.sagepub.com/upm-data/34503_Chapter1.pdf
Foley, G. (2005). A framework for understanding adult learning and education, Table 1.3: Schools of thought in adult education and training (p. 12). In G. Foley (ed.) Understanding adult education and training, Chapter 1. NSW, Australia: Allen & Unwin.
Cyr, A.V. (1999). Overview of theories and principles relating to characteristics of adult learners: 1970s-1999. Eric On-line Publication, 1999-09-30. Available at http://www.eric.ed.gov/PDFS/ED435817.pdf
RSA Animate (2009). Dan Pink’s The Truth About What Motivates Us. Available at http://www.youtube.com/watch?v=u6XAPnuFjJc.