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Personal Philosophy Of Adult Education

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PERSONAL PHILOSOPHY
Introduction
For the past 18 years as an educator, I have been involved in adult learning, either as a facilitator or a participant. I incorporated several of the principles of adult learning into my own work, although at the time I didn’t clearly understand their relevance. However recently, I have begun to formulate a more intricate view of adult learning or andragogy. It is clear that the processes involved in adult learning are intricate and requires multiple theories, models and principles for one to develop a greater understanding of this phenomena (Knowles, Holton, & Swanson, 2011). Many of the main principles revolve around an understanding of the learner, the process of how adults learn, the role of the instructor, …show more content…

It is also significant to note the differences between the role of the instructor and the facilitator. Knowles, et al., (2011) contends that moving from the role of a traditional instructor to the role of a facilitator occurs in large part when shifts from self-concept principle to one involving the use of prior experiences occur in the learner. Moreover, Knowles, et al., 2011 argue that although the facilitator may appear to be less visible, their role requires increased attention to the learners and the learning …show more content…

According to Meriam, et al. (2007), andragogy is the most recognized theory of adult learning (p. 104). While much of my work as an instructional coach takes place side by side with teachers in classrooms and during informal conversations throughout our daily work. This type of learning is closely aligned with informal learning described by Merriam, et al. (2007), “the spontaneous, unstructured learning that goes on daily in …the workplace… and through various mass media (p. 35)”. Albeit, there are many other models and frameworks that explain ways adults receive and participate in learning including self-directed learning and transformational

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Within this essay, I will be evaluating and analysing a chapter from Making Their Own Way, titled ‘Complex Lives’ written by Baxter-Magolda. This novel is all about adult learning, which I will be applying learning theories to justify how I understand what this chapter is all about. First, I will write a summary of my own understanding of this specific chapter that was given to us. After that, I will evaluate the trustworthiness of ‘Complex Lives’ through the criteria from Lincoln and Guba. During this evaluation, some of my opinions may be supported by other researchers who have used Baxter-Magolda’s findings within their own research.

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They have a drive to succeed and appear motivated and eager to learn. Understanding how adult learners function is imperative for the instructor to understand so that learning activities can be molded to fit their learning styles. Providing education that blends well with their unique learning needs can help students succeed. Rico, Beal, and Davies (2010) discuss different learning styles and suggest that “accelerated students want faculty to deliver knowledge using many different methodologies”. Professor Robertson demonstrated using different teaching techniques for her students as well.

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Educational philosophy and teaching styles are two aspects of adult learning that influence the teaching-learning transaction in colleges and universities. The educational philosophy can inform the educator with strategies and methods for implementing adult learning principles. Floyd (2010) described the importance of educators knowing their educational philosophy because self-examination and critical inspection of practices will create a consciousness of some unconscious beliefs that affect teaching practice.(1,2) The literature on educational philosophy explains, “When an adult educator engages in the practice of education, certain beliefs about life in general are applied to the practice” . Therefore, educators hold beliefs about how adults learn, how they should be taught, and what instructional practice should look like.

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Most adults came argue that they may not have been formally taught as a teacher or educator but they have been instructed by their employer to lead a seminar, training, coaching, and teaching of some skills. Mine interpretation of this chapter is that of what programs for adults should look like. The education and training

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They are accustomed to or maybe still indoctrinated to the pedagogical style of teaching and they are not yet ready to shift from this notion. In some cases the learner may not yet classify themselves as an adult in the educational setting. From reflection on some of these classes I can see that the types of facilities where Adult Education courses occur are still classroom or school based in structure. This is a small thing, but even changing the physical environment of a classroom can have a huge effect in promoting change in this mind-set. Some texts will define an adult as someone who is: Has achieved the self-concept of being responsible for their own life (Schwartz, Andrew, 2009,

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The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.

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The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.

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