1. 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

2. 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

3. 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

4. 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.

5. 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.

6. Dominant Adult Ed. Movements
Ec. depression 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].

7. 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.

8. 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.

9. 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

10. 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

11. 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

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

13. 2. Cognitive learning theories
John Dewey – 1896 – critiqued learning theory
Tolman ( ) 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

14. 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

15. 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.

16. 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.

17. 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”

18. 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

19. 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.

20. 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.

21. 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.

22. 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

23. 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

24. 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

25. 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 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.

26. 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.

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