Week 4 Assignment- Establishing My Philosophy of Adult Education-SaifUrRehman
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Week 4 Assignment: Establishing My Philosophy of Adult
Education
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Week 4 Assignment: Establishing My Philosophy of Adult
Education
Education is an essential right for every individual, which demands
critical applications of ideas to help learners grasp the knowledge. There
are different types of learners, which include children and adults. Various
programs are explicitly needed for adults in every learner category.
Education and training programs for adults demand the application of
different strategies to accommodate the needs of the learners. The
program calls for adult learning facilitators to apply meaningful and sound
programs to accommodate all learners' needs. Any proposed program by
an educator requires utilizing features such as the program's need,
program standards, curriculum, assessment methods, mission, and goals,
and how the program will be funded. In accommodating the educational
learners, the study proposes and describes an education program based
on self-fulfillment for adults. The proposed program centers on the needs
of the learners. Thus, when offering any program for adults, the attention
should be based on the learners' needs.
Reflection on Several Ways how Adult Learning can be enhanced
Through my master's program, I have learned essential concepts
about how adults learn and grasp knowledge. My master's program was
indeed learner-centered with an emphasis on empowering each other, and
it is through it that I have understood that adults learn better when they
can relate their new knowledge to their existing expertise concerning that,
Field. Many adults favor applying a pragmatic approach, which encourages
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problem-centered learning rather than traditional teaching methods. Apart
from reading, psychology has proven that adults utilize their past
experiences and relate them to what is being taught. The above was well
explained from the behaviorist learning theory. Experiences shape adults'
thinking skills, and the best way to gain knowledge comes from those
skills. Namaganda's (2020) study supports the point above by asserting
that facilitators are focused on guiding learners' behaviors from initial
thinking to a solid foundation built on experiences and concepts. Assigned
projects, internships, and other experimental opportunities help them gain
knowledge faster as it excites them to practice what they already know.
The above creates the need to present problem-centered knowledge that
can be applied to day-to-day activities. Most adults prefer not only to hear
from the tutor and read but to actively be involved in projects that
demand applying critical thinking skills as a way of reading. So, when
teaching adult learners, it is essential to implement a learner-centered
approach that will help them understand their past experiences.
In addition to learning through reflecting on past experiences,
throughout my psychology course, I have understood that adults tend to
be involved in learning that has some relevance. Adult learners are more
likely to participate in concepts that will add an advantage to their lives,
such as gaining more knowledge concerning their careers. For example,
an adult learner might be interested in adding more understanding to
their career to earn a promotion from the job (McKenna et al., 2020). Due
to this, the learner might be interested in attending a course that will
address his or her needs within a short period. Due to these needs, adult
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education is more based on people who are self-directed and know what
they want to gain from the course they are undertaking.
Further, adult learners tend to grasp knowledge based on their
development. Most of them do not perform better in a lecture-style
learning environment. They are more likely to be interested in learning
techniques that allow them to express their ideas and listen to other
people's opinions based on a particular theory rather than depending on
the lecturer (McKenna et al., 2020). Using audio and group techniques to
challenge the adult learners’ principles helps them learn faster than
relying on lectures elaborating on the topic. They tend to listen and
evaluate their underlying assumptions and learn from what they realize
during the group work. Lastly, adult learners require ownership of their
studies. Due to their advanced hierarchy of needs, the learners tend to
place more desire on personal ownership of learning. The above calls for
their tutors to recognize their success in order for them to learn better.
How I Can Help Adult Learners Learn
Since these learners are different from the children's learning
process, I will ensure that from the knowledge I have gained during my
master's program, I will employ different techniques to make learning
effective. First, I will strive towards creating authentic activities in
teaching and learning that will allow me as the educator to apply diverse
instructional strategies to ensure that the learners understand better. My
classroom teaching will be safe and encourage equity to ensure that every
learner can grow and share their personal experiences concerning a
particular concept. Besides, I will lead effectively during lectures to ensure
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that students' experiences are incorporated into the learning process and
used as relevant resources for discussion. The above will motivate
learners to reflect on their past experiences and apply them to understand
the course concepts. To observe this, it is essential that, as an educator, I
create and maintain a realistic and complex classroom environment
dominated by problem-centric and student-centric. Through achieving
this, I will offer adequate needed material to solve a specific project or a
problem rather than to offer them with direct answers. By following this, I
will enable them to use their critical thinking skills and apply the
knowledge they have to tackle the issue. My contribution when teaching
these people involves using motivation to encourage them (Pappas et al.,
2019). I will achieve this by offering the students honest answers on their
progress with the course or assigned practical exercises. The above will
help the learners understand their movement and identify their
weaknesses and strengths.
Another factor that I will consider in teaching adult education is
flexibility. I will apply the knowledge I have gained during my master's
program course to be prepared to apply multiple role relationships. I will
adequately prepare for a better transition of this role to ensure that I do
not have any negative impact on the learning process of the students.
Flexibility will help me monitor my capabilities, intervene, and practice a
specific role when help is needed to ensure that learning goes smoothly
(Veletsianos & Houlden, 2019). I also have to maintain competence as a
facilitator. As an educator dealing with adults, I should be skillful in
delivering my content. First, I should ensure I am well-conversed with all
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the course materials. The above criteria will help me design the best
teaching material I can employ to ensure that learners will exercise their
critical thinking skills and understand the importance of the course on
their career journey. Secondly, I should be aware of how to learn
individually and in groups and understand ways of intervening since I am
dealing with people who know the purpose of the course in their lives. In
solving this behavior presented by learners, I will apply my previous
experiences within the course to help modify students but not their lives.
Lastly, I can maintain competence as an educator by continuously asking
for feedback from students and other leaders within my department to
ensure that I offer the right content and apply different teaching
strategies.
Lastly, one of the goals of education when handling adults is to
mentor them and make them aware of the learning options that match
their needs. The student's role is to be in charge of their education journey
while the facilitator offers suitable options for guidance. Therefore, when
interacting with these students, my philosophy of education will be
learner-centered, emphasizing empowering them and creating learning
situations that correspond with the learner's needs.
Personal Philosophy and How It Relates to the Role of a Facilitator
Philosophy embraces the capability of looking at what is happening
within the environment and logically responding to it. It does not interfere
with the situation but tries to improve the presented issue. The above
ideas have shaped my philosophy of adult education, where I am working
towards creating a learning environment whereby adults can adapt and
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grow based on their paces. The above relates to my role as a facilitator
since, in education, the role of the educator is to guide but not to change
learners’ behaviors. Educators should create a suitable environment for
learning and guide the students through learning, but they should not
dedicate the learning outcome (Loeng, 2020). Every learner has different
needs, and the educator should empower them to achieve their goals
based on what they wish to achieve. My role will be to guide the content
and stimulate the learning process by actively offering the needed
feedback rather than trying to change their behavior.
What Experts in this Field Propose about how adults learn
Before taking my master's program, I was under the impression that
the learning of children and adults was similar, maybe with a slight
difference in the content. However, after undertaking the course, my
impression has changed dramatically. I have understood that the two are
entirely different since adult education requires applying knowledge from
life experiences. The experts in this field propose that adults learn better
when they can apply their past experiences, whether based on their
career or life experience. Adults learn by constructing their understanding
of the course by implementing dynamic relationships between previous
experience, current profession, and new knowledge. It is through
experience that they can understand the concept better. For example,
when teaching adults, it is essential to let them play a vital role in
participating in their concepts rather than only using the traditional
teaching method. In this way, they can apply their knowledge into
practice, which will lead to easy application of the concept in achieving
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the set educational goals. Unlike children, adult learners have high
motivation towards learning, which is beneficial to let them explore
diverse solutions to specific problems by doing thorough research and
applying critical thinking skills. So, the above need calls for the learners'
involvement in the planning and assessment of a new training program to
ensure coverage of the course is done within the set time. Collecting and
updating their feedback on the new material will help them cope
accordingly.
Description of the Program
The program created for the adult education capstone will be based
on education for self-fulfillment. The proposed program will be based on
any life course. It will act as a resource for the learners, teaching them
how to apply specific skills in their careers. Also, the program will help
adult learners understand more about themselves by being aware of their
weaknesses and strengths, hence working toward improving their
weaknesses. So, the program will entail bringing one's strengths to
fulfilling life aspirations.
What Learners in a Chosen Field, Community, or Workplace need
to know can be met through the Proposed Course?
Besides, learners, especially those in leadership, can apply the
above-proposed program within the community and the workplace. Those
in the management can use the gained knowledge in this program to
effectively motivate the workers and ensure that the needs of the
employees are met. Understanding this concept helps in the
determination of whether the needs of all workers are met and how the
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needs are worked towards being managed. At a personal level, those in
the community can use these program concepts to mentor themselves
and offer themselves better opportunities for improvement.
How Proposed Program Can Be Used in Adult Education Setting
In adult education settings, self-fulfillment programs can be taught
differently to them. For example, the facilitator can start by teaching
several essential concepts to help the learners understand their needs.
The program will help the adults understand their talents and capabilities
and apply them to their lives to improve themselves and their
communities(Harris, 2020). It helps an individual explore how a particular
skill could have been used to solve a specific life challenge. In this way,
adult learners can relate specific skills to their lives, improving their
thinking skills. Due to its benefits, the program will be used in teaching
adult learners to identify their strengths and weaknesses and learn how to
turn those weaknesses into strengths. It will teach them the importance of
first identifying and aligning their needs with their goals.
Importance of the Product in Meeting the Needs of Adult
Education
Lastly, self-fulfillment is an essential concept that helps learners
meet different life needs. First, one’s fulfillment lies within the person's
capability to apply the learned concepts into their lives to impact what
they value(Harris, 2020). Putting into consideration what an individual
values leads to satisfaction in life. The program helps learners self-
examine themselves through their past life experiences, skills, and
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capabilities and understand how they can use these skills in redefining
their goals.
Generally, adult education and learning programs are required to
fulfill specific set standards such as time. Several methods need to be
applied to ensure that the program meets the set time. Some of these
methods include setting clear and specific goals, milestones for the
project, and evaluation. Once, as the educator, I have set the goals for the
program, I will involve the students and other team members to examine
the strategy and ensure that the set goals are related to their needs. By
applying this method, I will ensure I have addressed all the needs within
the target.
References
Harris, T. A. (2020). The Influence of Age and a Self-Actualizing Workshop
on Adult Self-
Self-Actualization Scores (Doctoral dissertation, Walden
University).
Loeng, S. (2020). Self-directed learning: A core concept in adult education.
Education
Research International, 2020, 1-12.
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McKenna, K., Gupta, K., Kaiser, L., Lopes, T., & Zarestky, J. (2020). Blended
learning:
Balancing the best of both worlds for adult learners. Adult
Learning, 31(4), 139-149.
Namaganda, A. (2020). Continuing professional development as
transformational learning: A
case study. The Journal of Academic
Librarianship, 46(3), 102152.
Pappas, M. A., Demertzi, E., Papagerasimou, Y., Koukianakis, L.,
Voukelatos, N., & Drigas,
A. (2019). Cognitive-based E-learning design
for older adults. Social Sciences, 8(1),
6.
Veletsianos, G., & Houlden, S. (2019). An analysis of flexible learning and
flexibility over
the last 40 years of Distance Education. Distance
Education, 40(4), 454-468.