CAE 213 Introduction to Adult Education RECAP of 1ST HALF The Adult Learner History of Adult Education Theories of Education and Learning Andragogy: An effort to unite Adult Education Going Beyond Andragogy One more look at the History of Adult Education Metamorphosis of Adult Ed

The six core concepts that describe the Adult Learner are The Learner’s Need to Know The Self-Concept of the Learner Prior Experience of the Learner Readiness to Learn Orientation to Learning Motivation to Learn

1700s Educational Tradition English culture prevailed Indentured servants = ½ of immigrants Desired male work force with high literacy rates Puritan concerns for schooling and literacy. Illiteracy = 1/3 of white males, almost all others In 1776, the Articles of the Confederation Interpreted the people as meaning free white, male citizens

1800s Nationalism & Expansion US gov. assimilated Native Americans [Training in agriculture and Christianity.] In 1800s, ed central to women’s rights. Farmers studied at farmer’s institute Clerks studied at mercantile library. Libraries offer info on foreign travel, literature, and social issues like slavery. Lyceums developed in 1830s Chautauqua developed in late 1800s.

1900s Independent Society Abolitionists, feminists, ect. - alternative ed. 1900s, Cooperative Extension mobilized industrial agriculture. Migrants indoctrinated in evening schools, factories, and private organizations. Independent ed. org. like YMCA develop. Women, migrant laborers, and small farmers envisioned an alternative America in which they were granted increasing power. Ed became a way out of trad. American thinking.

Dominant Adult Ed. Movements Ec. depression 1929 - new learner needs Carnegie Corp. - funding for adult ed Ed Lindeman adult ed as ed with social action. GI Bill (1944) – subsidized higher ed and vocational training for over two million vets Community Colleges developed Education seen as tool for retraining workers [Johnson – War on poverty / Nixon – Community Action program / Reagan – Job Training Partnership Act].

Diverse Visions for Adult Education Adult Ed - tool to change society Highlander Folk School - Myles Horton Adult Ed - tool to improved quality of life Great Books Program; Ford Foundation for Ed; Association of University Evening Colleges Adult Ed - tool to manage human resources Ed workers [GED]; More competitive [HROD]; Train church leaders [TEE]; English as global economic language – TESOL, ESL, EFL.

Theory Theory is a comprehensive, coherent, and internally consistent system of ideas. Philosophies of education (ed. theories) provide ideas about education that interpret the role of the educator. Learning theories are applicatory theories that focus on application to the learners.

Educational Philosophies Analytic – ed. develops human reason Liberal – ed. conserves knowledge and society Behaviorist – ed. modifies behavior & skills Progressive – ed. broaden experience base Humanistic – ed. aids in realization of goals Radical – ed. challenges social injustice Eclectic ? – ed. is contextually determined

Learning Theories Five basic learning orientations: 1. Behaviorist – Learning is a process of modifying my behavior to produce environmentally appropriate behavior 2. Cognitivist – Learning occurs as I, a thinking person, interpret data accurately to respond appropriately 3. Humanist – Learning occurs as I, along with others, exercise our freedom of choice, to influence our future 4. Social Learning – Learning occurs as I observe people and they observe me 5. Constructivist – Learning occurs as I and others construct meaning

Learning Theorists: Propounders and Interpreters Each propounder creates a comprehensive, coherent, consistent system of ideas about learning. We have an abundance of learning theories. Interpreters bring order to learning theory by identifying categories or domains within theory. There is no fully agreed upon a way to order theories but a simple division is : Behavioral learning theories Cognitive learning theories Additional learning theories

1. Behavioral learning theory Thorndike (1898) response to stimuli Pavlov (1849-1936) conditioned response Guthrie (1886-1959) learners select stimuli B. F. Skinner - Reinforcement is the key Hull – other variables determine response

2. Cognitive learning theories John Dewey – 1896 – critiqued learning theory Tolman (1886-1959) emphasis on human purpose Behavior is the result of a wide variety of forces, not just a simple stimuli – response pattern. Piaget – learning is a process of human development

3. Additional Learning Theories Maximize efficiency in using educational resources Tyler (1950) Basic principles of curriculum & instruction Motivate literacy via “consciousness raising” Friere (1970) Pedagogy of the Oppressed Facilitate individual transformation via Adult ed. Mezirow (1981) Transformative Dimensions of Adult Learning

Andragogy: An Effort to unite Adult Ed. Multiple historic educational movements Multiple philosophies of education Two diverse streams of inquiry Scientific, rigorous, experimental investigation Thorndike 1928 Adult Learning Intuitive analysis of adult learning experience Lindeman 1926 The Meaning of Adult Ed.

Andragogy: An Effort to unite Adult Ed. Unifying Influences Journal of Adult Education and publications of the American Association for Adult Education. Shared values - lifelong learning, democratic participation, critical thought, etc. Appreciation of Freud, Erickson, Dewey, etc. Ongoing dialogue among adult educators In 1950s, practitioners tried to unify and the Ford Foundation funded meetings.

Andragogy: An Effort to unite Adult Ed. Adult Educators did not unify around a central goal Practitioners divided between the improvement of individuals and the improvement of society. Divergent themes from key practitioners continue to influence Adult Education A unifying central theory of adult learning has emerged even if there is not full agreement in calling it “Andragogy”

Andragogy Key concepts in adult learning (p. 4): The need to know The learner’s self-concept The role of experience Readiness to learn Orientation to learning Motivation

THEORIES OF EDUCATION Beyond Andragogy (Ch. 5) Carl Rogers – the educator facilitates learning by Sets the mood & climate in the class. Elicits and clarifies the learner’s goals. Relies on each learner motivation. Organizes a wide range of resources. Views herself or himself as a resource. Accepts cognitive content and emotions. Becomes a participant learner. May express strong feeling and is attentive to the strong feelings expressed by learners. Grants freedom to learners to the extent of his or her own comfort level.

THEORIES OF EDUCATION Beyond Andragogy (Ch. 5) John Dewey All genuine education begins and comes through experience. Democratic social arrangements promote a better quality of life. Growing intellectually and morally reflect the continuity of learning/life. Education involves interaction, it is basically a social process.

THEORIES OF EDUCATION Beyond Andragogy (Ch. 5) Malcolm Knowles – the teacher’s role in learning introduces possibilities of self-fulfillment helps student clarify own aspirations helps student diagnose the learning gap respects ideas and feelings establishes trust and safe learning context reveals own feelings and serves as resource helps students organize themselves to set learning goals, measure progress, and self-evaluate.

Applying adult learning concepts in adult education practice Preparing the learner (to take responsibility) Developing a conducive climate for learning Creating mechanisms for mutual planning Diagnosing shared needs for learning Formulating program objectives Designing a pattern of learning experiences Conducting these learning experiences Evaluating the learning outcomes

Goals and purposes for learning Individual and situational uniqueness Core Adult Learning Principles Learners Need to Know – why, what, how Self-Concept of Learner – self-directed Prior Experience of the Learner Readiness to Learn – life related Orientation to Learning problem centered Motivation to Learn – personal payoff

2. Self-Concept of Learner Previous Experience of Figuring out the unique learning context where andragogy will be practiced Andragogy Subj Learner Situation Individual Institutional Soc 1. Learners Need to Know 2. Self-Concept of Learner Previous Experience of 4. Readiness to Learn 5. Orientation to Learning 6. Motivation to Learn

The Metamorphoses of Andragogy E. C. Lindeman – US father of adult education was influenced by Folk High Schools of Denmark. Rosenstock re-introduced “andragogy” in 1924. Teachers must be professionals who cooperate with learners, only such a teacher is an andragogue. 1947 a division of adult ed. established in UNESCO. UNESCO organized world conferences for adult education in 1949, 1960, 1972, 1985, 1997. Adult ed, as a profession develops in Europe and Canada. Profession develops at a slower rate in US.

The Metamorphoses of Andragogy Adult education in the US develops as progressive education – promoting the attainment of freedom (social/economic) through understanding and education. Education was seen as a key instrument of social change and the teacher was viewed as a facilitator of change and growth. Pratt (1988) sees andragogy and pedagogy as distinct ends of a continuum of the teacher-learner relationship.

The Metamorphoses of Andragogy LEARNER Adult Education Child Education Andragogy - - - - - - - - - - - - - - - - - - - - - Pedagogy independence interdependence dependence