The Importance Of Adult Learning

How adults learn

Education always plays one of the vital roles in society. Currently, with the hectic pace of the world development, high quality of education is becoming considerably important not only for youngsters but especially for adults. For this newsletter, the term of "adult learning" is defined as like the broad range ways of learning exercises which are initiated by adults after some gap since leaving primary education or other training, which as a result, receiving of advanced skills and information. The overwhelming of the majority scientists and teachers are elaborating and searching a new way to improve adults learning. It is crucial to consider the most effective approaches in the case of universities and higher education which

In the twenty century due to the rapid development of economic and political industries around the world, the question arose of educating the adult population that would help improve their skills and then they could use the new improved skills in workplaces (Zorn-Arnold & Conaway, 2016, p.3). This issue was challenging until the moment when in 1980 American scientist is Malcolm Knowles showed interest in the question of adult learning and started to elaborate it. He based on the knowledge given that by some famous developmental scientists and scholars, Knowles formed his understanding of adult learning, and then he summed up it into the andragogical concept. This concept was opposed to the established principles of the classical pedagogy of that time. Below are following assumptions of the theory are (Zorn-Arnold, Conaway, 2016,

3). The most critical point of the dispute was the question of whether it is possible to consider andragogy the "theory" of adult learning (Davenport & Davenport, 1985, p.152). Also, exist another part of criticism is the extent to which principles are characteristic of mature learners only. For example, happens that some adult students are incredibly dependent on a tutor for structure, on the other hand, while some children are self-directed and prefer independent in this case. Furthermore, the same thing happens is actual for personal motivation; some adult student can be motivated to study, and they can attend all of the learning sessions, but children may be highly driven by their significant interest and children can have a real inner desire of learning something new. It means that this assumption does not mean that only mature students with broader life experience can successfully function in the learning situation. Moreover, even an individual life experience can serve as an obstacle to learning. Also, some children in some instances may have a much more diverse experience, which is qualitatively more precious than that of some adults (Merriam et.al. 1996, pp. 5-7). It means that many of Knowles's assumptions about mature students are not undoubtedly appropriate just to adult