The Importance of Teaching Education

Transformative learning is basically changing the way one thinks, feels, acts, and sees life now, as opposed to the past. It can have a small or huge impact on the way they see different aspects of their life. The four stages of the transformative learning process are: Recognizing a specific problem – this is when one would decide if there is a need for change. They would recognize that there is a problem and specifically what it is. Confronting the problem intensely – They would then avoid apprehension and immediately confront the problem, while remembering to consider all possible solutions.

Providing renewed hope in the face of adversities and depressing events that may otherwise cause individuals to descend into the negative behavior. Brookfield (2005) addressed the third aspect of adult learning as transformative. Adult learners are exposed to learning in the workplace. Within the workplace, adult workers learn to be critical in analyzing their assumptions regarding the structure business model before reaching a decision that may affect a company’s performance. They view this in conjunction with market realities before arriving at decision that may make or break the company.

Looking at learning theories through two different views was interesting. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, it was the basic guidelines and idea of adult learning theories. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, the article was written from the view of an adult student and covered what some of the first article had addressed. Author discussed about how some adult learners make their own learning theories. Also, saw some of the pressures that adult students can be faced with and they were addressed in the article. It was about how some adult learners make their own learning theories some of the pressures

Becoming familiar with adult learning theory and the six principles of adult learning. (2007). Retrieved from http://www.qotfc.edu.au/resource/?page=65375

The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of

S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. A collection of chapters examining different aspects of Knowles’ formulation

Transformational Learning consist of four stages which are, “recognizing a significant problem; confronting it intensely; finding a solution; and integrating a new prospective” (R-Model, 2010, p.115). When making any major life transition you will probably use transformational learning. You will first recognize that there is a problem or that there is something in your life that you would like to change. Second, you will need to confront the problem. You will need to do so with great intensity, so that you may find a solution. Once you have gone through the third stage to find your solution, you will then start to integrate that solution into your life. Transformational learning is something that everyone will go through at some point

When did adult learning begin to take a stance in the field of Education? Adult Learning started to be considered a professional career in the early 1920 's. The basis of the adult Learning method cannot be summed into only one Theory of how Adults Learn . We can however, note the similarities and differences of adult learning based on relevant information that compares and contrasts how individuals act and react to different theories . Many different theories exist in the Adult learning world although there are two theories that will be compared. These theorists are, Malcolm Knowles and David Kolb. Although differing in theory Knowles and Kolb bring uniquely different insight to the Adult Education world. Exactly what is the Adult learning theory ?

The theoretical framework for my research is adult learning theory incorporates the basic concepts of behavioral change and experience in learning. “Emerging theories of adult learning are based on the unique characteristics of adults as learners” (Knowles, 1970, section 1, para 1). There are two categories with respect to the theory of adult learning: how an adult processes knowledge, which in turn produces change for the individual, and how an adult processes knowledge to then become a change agent in an organization. Merriam & Bierema (2014) links these principles with Knowles’ andragogy theory (p.54).

Do you feel that transformative learning only applies to adult learners? Please explain. If not, how can the philosophy and strategies of transformative learning be applied to younger learners?

Are people too stubborn and independent to learn once they become adults? The Adult Learning Theory focuses on the difference between how adults learn and how children learn. There are three main central ideas that support the Adult Learning Theory. These ideas or theories are known as andragogy, self-directed learning, and transformational learning. Andragogy is the teaching of adults, self-directed learning is the individual controlling their learning, and transformational learning is the individual learning from life experiences.

Andragogy is the art or science of teaching adults (Knowles, 2012). Malcolm Knowles introduced the term in the United States in the 1960s (Wang, 2011). Knowles notes that a major psychological difference between children and adults is the realization that as an adult, one is the director of their own life. Additionally, because of this change in self awareness, teaching adults as if they are dependent does not harbor any sense of respect for their ability to be self directed. There are four assumptions which are made about adult learning

Basically, this article by Malcolm Knowles is a conglomerate of all aspects of adult learning. It outlines aspects of adult learning, theories of adult learning, and expands on them. The main idea of this article is to create awareness on the existence of adult learning, and to help instructors of adult learning to know how to go about it successfully. Additionally, the article is of help to adult learners to enable them to learn the most they can (Knowles, 2007).

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

One’s education should liberate students from passive, mindless, and uncritical acceptance of experience. Learning to re-evaluate and re-story prior learning experiences can lead adults to make sense of their experience and find a new awareness of identity. Transformative learning or a transformative shift happens to many adult learners, but not all. The problem for many adult learners is that transformational learning, narrative learning, frame adult experiences in ways that they may be unfamiliar. These types of learning can involve a simple transformation of belief or opinion, or a radical transformation involving one's total perspective of learning. It is transformative learning theory that explains this learning process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world. When it comes to the topic of transformative learning and/or transformative shift is considered uniquely adult, most may readily agree that human communication is grounded in where learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action. This paper addresses some of the impacts transformative learning/transformative shift has on the adult learner, this process also examines various difficulties in overcoming the limitations about adult learning and learners. In addition, it demonstrates how one’s education can inspire