Philosophy is the way of life, the ability to look at what is happening around you and responding to it logically. Philosophy does not change situations but try to better and improve the situation at hand. According to Mastin,(2008) philosophy originated from the Greek word “philosophia” which is made up of two words, “phileo” which means love and “sophia” meaning wisdom. It is also a set of beliefs, norms and values that can guide, instruct and judge the way of doing things. Philosophy of adult education helps both the adult educators and adult learners to reflect on what is happening around them, to guide the adult educators in such a way that they choose the right approaches in order to persuade the adult learners to reach their goals. This …show more content…
Firstly, Metaphysics- which is the study of human beings and also the way they live, it is the ability to question whether the world around us is real or merely an illusion. Metaphysics is an aspect that helps us question oursleves, to help us see things in the world from different perspectives, it also helps us learn to understand why we breathe or why human beings interact with one another. Secondly, Epistemology, which is the study of knowledge; it mainly involves thoughts, ideas, memories, emotions and all mental things. The creation of knowledge makes this philosophy important to education when teaching and learning activities. This branch criticizes if whether what the adult learner is learning is applicable to their daily routines and whether it will benefit them in the future. Thirdly, Ethics, the study of what is regarded as good or bad, righteous or wicked. Ethics is part of our everyday life. Adult learners often learn how to tackle different situations and how they should behave or conduct themselves towards that situation. Forthly, Logic, the science of reasoning, forms of thinking and judgments. Obeying the rules and moving according to the system. Lastly, aesthetics, the way people react towards beauty and art. Students are therefore inspired and motivated to become creative and innovative especially in their learning …show more content…
One stating that no education is ever neutral, this means education either domesticates or liberates. It domesticates in the sense that adult learners do not want to change situations in their lives, rather they stick to their cultural beliefs and values. Liberates in the other hand means the ability to become creative, free, self-reliant and change situations not only for the benefit of themselves, but also for the community they belong to. Second being relavancy, which is defined as the way people see things from their own perspectives. Adult learners are mostly motivated to work hard as they believe education is applicable and will help them succeed in life. The third principle is dialogue wherby the adult learner expects two-way communication, the adult learner would want to ask the educator when he or she does not understand something; and expects to get feedback in return. Finally problem-solving, here the adult educator should learn to observe their learners and try to figure out where there is a problem. Sometimes adult learners want help but are unable to ask for it, they offen have personal problems and would want to be taught how to come up with a solution; in most cases they use what they learn in the classroom to associate with what is happening around them
Young adulthood can also be a threatening time because choices made at this time often have a lifelong impact on the individual. What learning tasks gave me the greatest difficulties? It’s easy for me to understand many issues which are related different periods of one’s life. However, I don’t understand the concept ageism, because it doesn’t show obviously in our society.
Cultivated through the things that make us human, great art always finds a way to make an impact. Through art we can experience love, anger, fear and many other emotions. With an understanding of the human condition, artists can create things that contain inspiration for all. Great art can speak to people of different generations with new relevance; it is timeless.
Philosophy is the love of wisdom. The Greek roots of the word philosophy, “Philo” and “Sophos” mean love, and wisdom, respectively. If asked “What is success?” philosophers provide different answers, but acknowledge superior education as imperative to success. As SUNY Geneseo claims, “Engaging in philosophical thinking is essential to a superior liberal arts education.”
I work in a primary school as a teaching assistant and a few months ago planned to become a primary school teacher. My plans have changed after the Brexit vote - as an EU citizen I might be not allowed to stay and work in the UK in the future. For this reason, I no longer see any point in paying over 9000 GBP for the Primary Teacher qualification which is valid in the UK only. Nevertheless, I love teaching and decided to find a qualification valid all over the world. With the CELTA qualification, I can work both, in the UK and in any other country.
According to Florida State University(2015), ones philosophy is how they define themselves and the world around them. Philosophy is ones own ideas about the way they live and why they do things the way they do. Individuals have their own unique philosophy that defines their take on the importance of education. Philosophy is what outlines the curriculum and development.
Comprehension alone of adult learning theories does not allow for the synthesis and reflection needed to apply the theories to real educational situations. As a practitioner, it is important to correctly apply theories of adult learning to instructional strategies to increase the learner’s success and the transfer of knowledge. Awareness of one’s cognitive development and that of the learners is an essential element to developing instruction that is relevant and provides a safe environment where learning can occur. This team learning exercise aided my understanding of how the theoretical foundations of adult education provide a framework for instructors to draw from to identify root causes that lead to learning deficits, and identify and implement solutions by application of these
The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.
Educational philosophy and teaching styles are two aspects of adult learning that influence the teaching-learning transaction in colleges and universities. The educational philosophy can inform the educator with strategies and methods for implementing adult learning principles. Floyd (2010) described the importance of educators knowing their educational philosophy because self-examination and critical inspection of practices will create a consciousness of some unconscious beliefs that affect teaching practice.(1,2) The literature on educational philosophy explains, “When an adult educator engages in the practice of education, certain beliefs about life in general are applied to the practice” . Therefore, educators hold beliefs about how adults learn, how they should be taught, and what instructional practice should look like.
The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.