Principles of Adult Learning

Overview Introduction Assumptions Context Content Process Learning Styles Double Loop Learning Summary

Assumptions about adult learners Are autonomous and self directed Have life experiences and knowledge Are goal oriented Are relevancy oriented Are practical Require respectful dialogue

Some motivations for adult learners Social relationships External expectations from formal authority Social good Personal achievement Escape or seek stimulation Cognitive interest (learn for the sake of learning)

Barriers against participating in adult learning Lack of information about opportunities to learn Red tape Lack of child care Lack of transport Lack of time Lack of money Lack of confidence Lack of interest

Varying Contexts for adult learning Social, Political, Economic, Environmental, Cultural and Historical aspects Individual, Organizational and Community Acknowledge the links between Local, National Regional and Global interconnections Reinforce a vision of where we want to go – a society where there is equitable distribution of resources; where power is shared towards social transformation

Content of Adult Education – Collective Knowledge Recognition of different knowledge systems (that we need to work with) Acknowledge the need to work across traditional disciplinary boundaries Intergenerational/co-production of knowledge Sharing and ownership of knowledge

Method/Process of Adult learning - learner centered Intentions of learning (accidental, informal, non-formal, and formal) Domains of learning (knowledge, skills, attitude and understanding) Kinds of learning (instrumental, communicative, emancipatory) Learning styles (no single way of learning)

Method/Process of Adult learning - learner centered… Modes of learning (input and action learning) Begins with learners’ experiences Engages learners as whole persons (thinking, feeling, caring, doing) Collaborative or participatory learning Praxis (Action, Reflection and Theory)

Four Pillars of Education The Treasure Within, Dlor’s report (1996) Learning to know Learning to do Learning to live together Learning to be

Learning Styles Activist (I will try anything once) Theorist (It worked before, it will work again) Experimenter (There is always a better way …let us try this) Observer (Hmm…let us wait and see)

Single loop learning Concrete experience Critical reflection/Reflexive observation Abstract conceptualization/Generalization Action/Experimentation

Double loop learning New Understanding Emergent Knowledge Paradigm Shift Learn on …Act on

Summary Introduction Assumptions Context Content Process Learning Styles Double Loop Learning Summary