Adult Learning Reflection

The theory of adult learning is the assumptions about how adults learn. Emphasizes the value of the process of learning in adults ("Adult Learning Theory," 2007). Malcom Knowles and American practitioner and theorist of adult education defined is as an art and science of helping adults learn ("Adult Learning Theory," 2007). Knowles also defined six adult learning principles as adults are internally motivated and self-directed, adults bring life experiences and knowledge to learning experiences and are goal orientated. They also relevancy oriented and are practical learners who like to be respected when in the classroom ("Adult Learning Theory," 2007). As educators, we need to foster the adult learner’s internal motivation to learn. Develop a rapport with the adult learner, encourage them to ask questions and explore concepts. Some adult learners come with years of experience and knowledge, with this as an instructor or teacher we need to harvest this information and have them apply it to their

Abstract Aimee Horton and Malcolm Knowles were giants among lifelong learners and had many similarities as well as several contrasts. Their passion was adult learning. Both spent their career passionately facilitating learning for adults while achieving advanced degrees. The two scholars were very similar in their desire that all adults wanted to and could learn. They saw a rapid ever-changing world and the need to adapt to ensure that adult learners was not left behind or taught like children.

Knowles posits that adult learners are self directed and autonomous. They are goal oriented, practical and must see and understand the relevance of any training. Adults bring an abundance of experience and knowledge, experiential learning, with them. Most importantly, “…adults need to be shown respect.” (Lieb)

This journal reflection will discuss my expectations for the course, interests in learning, and how I plan to use the course to aid in my work in the adult education field.

ADULT LEARNING THEORY 3 significant mentors in his life—Eduard Lindeman. By reading Lindeman’s Meaning of Adult Education, he obtained a profound understanding of adult education, which later became his source of inspiration and concepts. Major Works In 1943, Knowles was recruited into the Navy, and began to read extensively in the field of adult education, which contributed to his final decision to undertake a master’s program at the University of Chicago (Smith, 2002). His adviser at the University of Chicago was Cyril O. Houle, who had been a role model in rigorous learning for Knowles. Carl Rogers, “the founder of 'client-centered' or 'non-directive' therapy” (Smith, 2004, para. 1), and Arthur Shedlin, an associate of Rogers, had also exerted a great influence on Knowles—he began to consider learning as an exciting incident. In 1949, Knowles gained his Master’s degree and published his first book Informal Adult Education, which was also his master thesis (Smith, 2002). In 1951, he became “executive director of the newly formed Adult Education Association. ” and also “attended a couple of summer sessions of the National Training Laboratories in 1952 and 1954” (Smith, 2002, para. 7). The founders of the labs—Kenneth Benne, Leland Bradford, Ronald Lippett and Kurt Lewin—consequently impacted Malcolm and his wife, Hulda, who co-authored books on leadership (1955) and

The theoretical framework for my research is adult learning theory incorporates the basic concepts of behavioral change and experience in learning. “Emerging theories of adult learning are based on the unique characteristics of adults as learners” (Knowles, 1970, section 1, para 1). There are two categories with respect to the theory of adult learning: how an adult processes knowledge, which in turn produces change for the individual, and how an adult processes knowledge to then become a change agent in an organization. Merriam & Bierema (2014) links these principles with Knowles’ andragogy theory (p.54).

Gadbow believes it is the duty of adult educators to instill a life-long love of learning into their students, "helping adults learn how to learn is the most important thing a teacher ever does" (p. 53). The first responsibility of educators working with adults is to help them identify their learning styles and differences as well as other special learning needs, and then provide effective strategies to adapt to these individual learning needs (53). The author's contention that all learners are special means seeing the possibilities as well as the problems or particular needs of each student as they present themselves.

Jarvis, P., Alfred, D., Cross-Durrant, A., Elsey, B., Smith, W. A., Brookfield, S., Parker, S., Griffith, W. S., Thomoas, A. M., Kaswworm, C. E., Watkins, K. E., Cervero, R., Crane, J. M., Peters, J. M., Griffin, C., & Leixester, M. (2001). ‘Malcolm Knowles’ in Twentieth century thinkers in adult and continuing education (2nd ed.). London: Kogan Page.

"Those who take the initiative learn more and better than those waiting to be taught" (Gibbs, 2010). Adult learning is primarily driven by goals. Pappas (2013) mentions the concept of motivation. Adults are motivated to set goals so they can improve job skills and achieve professional growth. I am passionate about learning and feel one quality of being a great teacher is to be a lifelong learner. That being said, I also strive to learn more so I can be the best at what I do. This is a personal goal. There are many professional development opportunities offered in my district, but they are not enough for what I want to achieve.

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

The adult learning theory Also known as andragogy is the concept of Adult learning as a science in the field of education. Created by Malcolm Knowles , the theory is comprised of four different concepts. A fifth concept was later added by Knowles. within these different concepts, Knowles set forth compilation of expectations for educators within the Adult Education community. Firstly, he suggests setting a corporative climate in the classroom for learning. (Knowles, 1984, p.76) An assessment of the learners needs and a compilation of objectives and educational activities to help learner reach needs

I believe that the purpose of adult education programs is to foster the growth of the non-traditional student population. Students who have either been displaced or chosen to return to college for a variety of reasons. It is critical that we, as instructors and administrators, realize that each of these students may learn in a different manner. We must take into account known strategies such as Gardner’s Multiple Intelligences as we design and deliver courses within our chosen fields. I for one am primarily a very kinesthetic learner, and learn

Basically, this article by Malcolm Knowles is a conglomerate of all aspects of adult learning. It outlines aspects of adult learning, theories of adult learning, and expands on them. The main idea of this article is to create awareness on the existence of adult learning, and to help instructors of adult learning to know how to go about it successfully. Additionally, the article is of help to adult learners to enable them to learn the most they can (Knowles, 2007).

In today’s competitive world, people are expected to be highly effective and efficient. They need specific skills and knowledge for their education or work purposes. This has enforced various skill enhancement programs proposed by fraternity all over the world.

I believe that true learning requires much more than simply listening to a lecture, reading from a book, or watching a video. While these all may be involved in the process of learning, hands-on experience and a real desire for knowledge of the subject are needed to truly learn.