Theories Of Adult Learning

Introduction

If teaching is all about helping others to learn, then teachers ought to understand the process of learning of adults. Adults do not learn like children. As a matter of fact, adults have shown the capability to learn easily just like small children. They are therefore more discerning in whatever they are willing to learn, more resentful as well as questioning. They thus need to see more clearly how the questions they are asked to learn will benefit them. However, there are differences between what works best for and what works best for children. Historically, education has been understood regarding pedagogy which refers to the art of science of educating children. This has seen most teachers taking the responsibilities of making

These theories outline the characteristics of some of the practical models of adult learning.

Malcolm Knowles theory

Being the pioneer in the field of adult learning, Knowles presented series of assumptions that were patterned after the work of Lindeman, which guided his view about adult learning. Form his research he found out that adults are usually motivated to learn from being in situations in which they see a need to learn. Adults are also oriented to the broad range of affairs in their life and not to narrow subjects. This makes adult education to be multidisciplinary rather than subject oriented. Knowles made various assumptions about the characteristics of adult learners which are much different from child learners.

Self-concept

As people mature, their self-concept moves from being a dependent personality toward one of being self-directed human being. Adult learners are therefore self-directed determined learners. Adults are willing to make their choices, unlike children who will still require supervision from their teachers. Being self-directed signifies that the students should and can participate in the evaluation of their learning activities by planning and implementing these activities. Teachers should, therefore, be willing to provide assistance rather than command authority or direct the

Since the adults have much experience in life, the relationship within the classroom is mutual, and all the parties readily benefit from sharing the ideas from each. Another outcome about this relationship is that the students can understand more clearly since the teaching is more of practical and motivational. From this, the teachers can effectively share their knowledge with the students and also acquire new ideas to their gains also. Another possible outcome from the teacher and student relationship in adult learning is that both the parties develop abilities and capabilities to effectively connect socially with various groups of individuals irrespective of their class or