Learning Process Through Several Adult Thesis

e. The adult learners are always encouraged to understand why they need to study or learn a certain aspect, what can be its various potential categories and how it can be applied with minor adjustments in different scenarios. Furthermore, the andragogic learning processes encourage that the adult learner is an independent and self-dependent thinker and is able to draw in the previous experiences whenever required. Andragogic learning also encourages the understanding of the importance of using both the human and material assets in an experience. Andragogic learning encourages the learner to invest his knowledge and abilities around his personal experiences and personal growth.

Hence, the andragogic learning model is mainly built around the self-direction of an individual but allows the individual to use a certain set of rules within a specific environment to put his self-directed learning to test in order to sharpen it under strict and proper guidance.

Transformative Adult learning:

Transformative learning is mainly built around the teaching of a fact or expansion of knowledge through the use of an incident, important or insignificant, in an individual's life. Transformative learning uses the incident and encourages the adult learner to look for alternatives to the activities or decisions that he/she made in the incident. This allows the individual to asses the situation from a third person's perspective as well as understand the different meanings and angle in which to view a situation (Mezirow, 1991). This furthers allows the individual to expend any restriction he/she may have concerning a situation. Jack Mezirow (1997; 2000) is the pioneer of the transformative adult learning technique. He used many other adult learning theories and models as well as philosophies to try and develop one all-encompassing adult learning model.

The transformative learning processes encompasses both the use of logic and instinct or emotion. This allows the transformative learning processes to encompass more then one guidance model.To effectively create a setting where transformative learning can take place, the following conditions have to be fulfilled:

The approach and input of the educator needs to be clearly defined.

The teacher must be able to create a setting where the learners can develop mutual trust, cooperation and responsibility.

The teacher should also be able to create common or shared objectives amongst the learners.

The teacher must encourage the learners to be willing to change and learn by doing so himself.

The learners must be willing to participate in all the activities that are designed or encouraged by the teacher and must be willing to create similar activities.

The importance of using both the logic and the intuition of the individuals hand-in-hand needs to be understood for the success of the transformative learning process.

It is important to teach the learners how they can use their intuition in a decisive and philosophical manner.

Conclusion:

Throughout the paper we have highlighted the importance of adult learning models and compared how the different models (self-directed learning, andragogic learning and transformative learning) can help an individual increase and expand their knowledge span and understanding of their surroundings.

References

Knowles, M.S. (1975) Self-Directed Learning. A guide for learners and teachers, Englewood Cliffs: Prentice Hall/Cambridge.

Knowles, M.S. et al. (1998) the Adult Learner, Butterworth-Heinemann

Merriam, S. And Caffarella, R. (1991) Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, ca: Jossey-Bass.

Mezirow, J. (1997). Transformative learning: theory to practice. San Francisco, ca: Jossey-Bass.

Mezirow, J. (2000). Learning as transformation: critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

Rogers, a. (2003). What is the Difference? A new critique of adult learning and teaching, Leicester: NIACE.

Rogers, C. And Freiberg, H.J. (1993) Freedom to Learn….....