1. Principles of Adult Learning

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

3. 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

4. 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)

5. 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

6. 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

7. 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

8. 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)

9. 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)

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

11. 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)

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

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

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