Understanding Adult Education and Training - Article Example

Name Tutor Understanding Adult Education and Training Course Institution Date Understanding Adult Education and Training Introduction Personal philosophy of education is the conception that is held by an individual about education. Personal philosophy of education gives a learner or a scholar time to reflect on what he or she is learning or teaching. A self reflection of the learner and teacher gives the direction of the practices being used in class. Identifying philosophical orientation gives one the opportunity to explore education on a path or course that is understood. Development of personal philosophy of education is very important. The ability of getting to know individual philosophical orientation makes people to people to be reflective as practitioners in the education sector. One is also able to appreciate and understand the daily environment of learning (Bobek, 2002, p.204). Reflective teaching drives teachers not only to know the influence on those being taught, but also to comprehend the impact that is anticipated in those being taught. The correlation between action and philosophy is the foundation that inspires activities in the transaction of teaching and learning. Philosophy of education gives an opportunity to practitioners. This paper expounds the personal philosophy education and the relation of philosophy and education. Relationship of philosophy to education When adult educators take part in education practice, some beliefs concerning life in total are used to the practice. These beliefs comprise of the foundation for an education philosophy. The philosophy of education can be unrecognized, inconsistent internally, and formulated partially. Nevertheless, beliefs concerning education do offer some foundation for selection of instructional content, establishing learning/teaching objectives, developing and selecting instructional outcomes, evaluating educational outcomes, and interacting with learners. The change of education direction is formed to a large extent on what the larger society and individuals believe should occur through education. The mandate of adult educator may comprise of spreading information via lectures, showing new skills, helping the learner learning activities learning; discovery learning process facilitation, guiding the learner by experiences of trial and error, helping the learner to plan learning activities, and using other ways of learning. Philosophical orientation It does augur well that philosophy should incorporated in the delivery of adult education. The curriculum of education encompasses the exploration of philosophy. Institutions that are reputable have to assess fitness of the determining if proactive adult learners would be potentially successful in that level of education. Institutions have to possess a strong counseling system out of adult learners. There have to be solutions to problems arising in the system of education. Guidelines have to be elaborate systems that explain the means through which education is imparted. The philosophy of education gives meaning. An educational philosophy refers to the consistent and comprehensive set of beliefs concerning the transaction of teaching and learning (Merriam & Brocket, 2007). The aim of traditional philosophy is assist educators in recognizing the need of thinking clearly in what they are doing and view what they are doing in the larger context of social and individual development. Philosophical orientation gives support to the understanding of adult learning and teaching in all environments. Philosophical orientation is very important in understanding the motive of passing on knowledge. Understanding transmission of knowledge comes with understanding of philosophical orientation. Educators can tell the interaction among the elements in the transaction of teaching and learning such as curriculum, students, goals, and the administration. This gives an opportunity to individuals to think clearly in relation to issues of education. Philosophy is usually abstract and is composed of ideas. Philosophy looks at the general principles of a given object, phenomena, subject, or process (Pithers, 1999, p.238). It raises questions concerning what people do and why they do them. Philosophy is more systematic and reflective than common sense. Philosophy drives the actions of the educators. One personal philosophy of learning and teaching will serve as the organization structure of one’s values, beliefs, and attitudes related to the exchange of learning and teaching. The abstract concepts are applied in the classroom through the style of teaching. Teaching style is the overt and comprehensive implementation of the belief of the teacher in relation to teaching. Philosophy is important for understanding vital concepts of education. Individuals have to given an opportunity to give their philosophical perspective of education. Liberal philosophy of adult education There are various key Philosophies of adult education in the world. Some of these philosophies outlined by Zinn (1990) include liberal, progressive, humanistic, behavioral, and radical. Liberal philosophy has the objective of developing intellectual powers of the mind. It aims to make a person in a sense that is broader morally, spiritually, and intellectually. The learner in liberal philosophy is a renaissance and always seeks knowledge as opposed to mere information; or theoretical understanding. The teacher or the expert is a transmitter of knowledge; he is authoritative and virtually directs the process of learning (Conti & Kolody, 2004). The source of authority is a Western canon. The learning is also liberal and use rational intellectual education. Traditional knowledge and classical or rational humanism is emphasized. The methods used are lectures, dialectic, contemplation, critical discussion and reading. Liberal philosophy was advocated for by Plato, Aristotle, Socrates, Van Doren, Friedenberg Kallen, and Aquinas Adler. Liberal education is one of the oldest philosophies of education witnessed in the West. It has its roots in the classical period of ancient Greece. Liberal education encourages independent thinking and coming of individual point of view. Many schools of philosophy come from liberal perspective of philosophy of education. The liberal adult education is the largest portion of the adult education according to Zinn (1990). Behavioral philosophy of adult education Behavioral philosophy of education has an objective of bringing out behavior that makes sure human species individuals and societies survive (Robinson, 2001). It promotes behavioral change. Learners engage actively in the process of learning, receiving feedback, and practicing new behaviors. In behavioral learning philosophy there is normal strong influence from the environment. The teacher in this context is the controller, manager, and he predicts and directs the outcomes of learning. The teacher comes up with a design that promotes a learning environment that precipitates the desired behavior in individuals. The source of authority is normally the environment in behavioral philosophy of education. There is stimulus response that is anticipated to result into behavior modification (Pithers, 1999, p.238). Mastery learning and competency forms the foundation of this philosophy. Reinforcement, feedback, and skill training are stressed apart from the application of the trial and error method. Methods used to impart knowledge include contract learning, programmed learning, computer-assisted instruction, teaching machines, reinforcement and practice. People who supported this philosophy include Skinner, Watson, Thorndike, and Tyler. APL (Adult Performance Level), modification programs for behavior and teacher education is emphasized in this philosophy. Behavioral philosophy of education was founded in the 1920s by John B. Watson. Bevioral philosophy has played a major role in advancing the philosophies of education even in other sectors of education. Progressive philosophy of adult education The other philosophy of education is progressive philosophy of adult education. Its purpose is to transmit societal structure and culture to promote change socially. It gives learners practical knowledge and skills for problem solving in order to reform the society. Learner’s interests, needs, and experiences are the main elements in the process of learning. People possess potential that is unlimited that has to exploited through education. The teacher in progressive philosophy is the organizer and he guides learning through experiences that stimulates, evaluates, and instigates the process of learning. The experiences are usually educative. The source of authority is the circumstances that the learner exists in or his culture. The kind of education elicited is experience-based and problem-solving education (Zinn, 1990). Democracy and lifelong learning are enhanced. It emphasizes on needs assessment, social responsibility, and pragmatic knowledge. The methods used in progressive philosophy of education are problem-solving, activity method, scientific method, inductive method, experimental method, inductive method, and project method (Tusting & Barton, 2003). All these methods are directed towards making the individual make a positive step forward. Some personalities that are associated with this philosophy of education include Dewey, Pestalozzi, Spencer, Lindeman, Bergevin, Blakely, and Benne. Community schools, citizenship education, participative training, and cooperative extension are common practices that are witnessed in progressive philosophy of education. Progressive adult education is the second largest portion of adult education as explained by Zinn (1990). Humanistic philosophy of adult education Humanistic philosophy of education is also discussed by Zinn (1990). The purpose of humanistic philosophy of education is to make individuals open to continue learning and change. Personal growth and development is enhanced through this philosophy of education. The philosophy facilitate self-actualization and to ensure reformation of society. The learner in humanistic philosophy is highly motivated and self-directed. He assumes self-development and learning responsibility. The teacher in this scenario is a helper, facilitator. He promotes as opposed to direct learning. He normally directs the learning and sets the learning mood. He acts as the learners’ flexible resource. The source of authority is the learner since he is in charge of his own learning. The common terms in humanistic philosophy include experiential learning, feelings, freedom, individuality, interactive, authenticity, self-directedness, and ambiguity. Methods used for instruction include group tasks, experiential group, self-directed learning, group discussions, and discovery methods. Some of the people associated with humanistic philosophy of education include Rousseau, Erasmus, Knowles, Maslow, Tough, McKenzie, and May (Conti & Kolody, 2004). Practices used include group dynamics, encounter groups, human relations training, and self-directed learning process. Humanistic philosophy has been around for a quite long time. Its roots can be traced to classical Rome, China, and Greece. It became a movement in the United States in the 1950s and the 1960s following the work of Roger and Maslow. Radical philosophy of adult education The last philosophy of education is the radical philosophy. The purpose of radical philosophy is to occasion basic social, economic, and political changes within the society using education. The philosophy aims to change culture and the prevailing culture. The learner has equality with the teacher in the process of learning. Individuals create culture and history by combining reflection with action. The teacher is normally a provocateur (Buckley & Caple, 2004). He suggests but is not involved in the determination of the direction of learning. There is equality between the leaner and the teacher. Source of authority of radical philosophy of education is normally the imbalances that exist in the sociopolitical and socioeconomic environment. The concepts involved include rising of consciousness, critical thinking, social action, literacy training, autonomy, and noncompulsory learning. Methods of instruction include maximum interaction, discussion groups, and dialog. Some of the people associated with radical philosophy include Goodman, Holt, Brameld, Neill, Reich, Ohliger, and Illich. The radical philosophy can be traced back in the 18th Century during the Marxist and Freudian era. Modern movement commenced in the 1960 under the leadership of Freire in Brazil. Offering the appropriate climate for different quality of adult learners is the foundation of the adult learning programs. Research on the practices in adult education is also in line ideas fronted by Brookfield’s research on facilitating and understanding adult learning. Adult educators have to understand the Adult learners (Conti & Kolody, 2004). A conduce environment of learning that provides a setting for ideas exploration. Adults have to be assisted on how they can change their perspective. Critical reflection provides an opportunity for growth. Education has to be understood through the different philosophies that have been looked at (Sawchuk, 2006). In Adult education is very important to understanding the level comprehension. The responsibility in the process of learning enhances the means through which adult education is imparted. All stakeholders have to work together to produce positive results. Conclusion Understanding adult training is very important in the process of education. Developing a learning environment that is understood can provides the impetus for social learning. It is appropriate for philosophy to be looked at when studying adult education as an important part of getting to know the learning environment. Personal philosophy of education expresses the beliefs and values that are held by an individual. Critical thinking about concerning the values of education expresses the personal philosophy held by an individual. Personal philosophy is important in understanding learning progress in adult education. As explained by Zinn (1990) the guidelines set by institutions set the way for provision of adult education. Adult education is important in getting to know the general trend of things being offered. The different philosophies of education enable practitioners and learners to understand the right context of training that is required. Bibliography Bobek, B., 2002, Teaching resiliency: A key to career longevity. The Clearing House, 75(4), 202-205. Buckley R., & Caple J. ,2004, The Theory and Practice of Training, 5th Edition, Kogan Page, London, Chapters 2 and 7. Conti, G. J., & Kolody, R.C., 2004, Guidelines or selecting methods. In M.W. Gilbraith (ED), Adult learning methods: A guide for effective instruction (3Ed.). Malabar, FL: Krieger Publishing Co. Cornford, I, 1999, ‘Skill learning and the development of expertise’, in, J Athanasou, (ed), Adult Educational Psychology, Social Science Press, Katoomba, pp. 237-262 Merriam, S. & Brocket, R.G., 2007, ‘What Counts as Adult Education?’ in The Profession and Practice of Adult Education: An introduction, Jossey, Bass, San Francisco, 3-25. Pithers, R.T, 1999, ‘Memory and Retrieval: Implications for teaching and learning’, in, J Athanasou, (ed), Adult Educational Psychology, Social Science Press, Katoomba, pp. 237-262. Robinson, V.M.J., 2001, ‘Descriptive and normative research n organizational learning: locating the contribution of Argyris and Schon’, International Journal of Educational Management, 15 (2); 58-67. Tusting, K. & Barton, D., 2003, ‘Model from adult education’ in Models of Adult Learning: a literature review, NIACE, Leicester, 21-39. Sawchuk, P., 2006, ‘Frameworks for synthesis of the field of adult learning theory’, in T. Fenwick, T. Nesbit and B. Spencer (eds.), Context of Adult Education: Canadian Perspectives, Thompson Educational Publishing, Toronto. Zinn, L. ,1990, 'Identifying your philosophical orientation', in M.W. Galbraith (ed.), Adult Learning Methods, Krieger, Florida, pp. 39-77. Read More

Educators can tell the interaction among the elements in the transaction of teaching and learning such as curriculum, students, goals, and the administration. This gives an opportunity to individuals to think clearly in relation to issues of education. Philosophy is usually abstract and is composed of ideas. Philosophy looks at the general principles of a given object, phenomena, subject, or process (Pithers, 1999, p.238). It raises questions concerning what people do and why they do them. Philosophy is more systematic and reflective than common sense.

Philosophy drives the actions of the educators. One personal philosophy of learning and teaching will serve as the organization structure of one’s values, beliefs, and attitudes related to the exchange of learning and teaching. The abstract concepts are applied in the classroom through the style of teaching. Teaching style is the overt and comprehensive implementation of the belief of the teacher in relation to teaching. Philosophy is important for understanding vital concepts of education.

Individuals have to given an opportunity to give their philosophical perspective of education. Liberal philosophy of adult education There are various key Philosophies of adult education in the world. Some of these philosophies outlined by Zinn (1990) include liberal, progressive, humanistic, behavioral, and radical. Liberal philosophy has the objective of developing intellectual powers of the mind. It aims to make a person in a sense that is broader morally, spiritually, and intellectually.

The learner in liberal philosophy is a renaissance and always seeks knowledge as opposed to mere information; or theoretical understanding. The teacher or the expert is a transmitter of knowledge; he is authoritative and virtually directs the process of learning (Conti & Kolody, 2004). The source of authority is a Western canon. The learning is also liberal and use rational intellectual education. Traditional knowledge and classical or rational humanism is emphasized. The methods used are lectures, dialectic, contemplation, critical discussion and reading.

Liberal philosophy was advocated for by Plato, Aristotle, Socrates, Van Doren, Friedenberg Kallen, and Aquinas Adler. Liberal education is one of the oldest philosophies of education witnessed in the West. It has its roots in the classical period of ancient Greece. Liberal education encourages independent thinking and coming of individual point of view. Many schools of philosophy come from liberal perspective of philosophy of education. The liberal adult education is the largest portion of the adult education according to Zinn (1990).

Behavioral philosophy of adult education Behavioral philosophy of education has an objective of bringing out behavior that makes sure human species individuals and societies survive (Robinson, 2001). It promotes behavioral change. Learners engage actively in the process of learning, receiving feedback, and practicing new behaviors. In behavioral learning philosophy there is normal strong influence from the environment. The teacher in this context is the controller, manager, and he predicts and directs the outcomes of learning.

The teacher comes up with a design that promotes a learning environment that precipitates the desired behavior in individuals. The source of authority is normally the environment in behavioral philosophy of education. There is stimulus response that is anticipated to result into behavior modification (Pithers, 1999, p.238). Mastery learning and competency forms the foundation of this philosophy. Reinforcement, feedback, and skill training are stressed apart from the application of the trial and error method.

Methods used to impart knowledge include contract learning, programmed learning, computer-assisted instruction, teaching machines, reinforcement and practice. People who supported this philosophy include Skinner, Watson, Thorndike, and Tyler. APL (Adult Performance Level), modification programs for behavior and teacher education is emphasized in this philosophy.

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