Traditional Learning and Adult Learning

1205 WordsJul 11, 20185 Pages
Learning environments that effectively meet the needs of adult students build upon the wealth of knowledge in the classroom, are student-driven, and have direct application to the problems of the adult's everyday life. In this essay, I will reflect upon a traditional learning experience that I experienced as an early college student. Additionally, using Knowles' theory of adult learning, I will consider how the experience could have been adapted. Traditional Learning Context As a 17 year old in the mid 1990s, I enrolled in an introductory psychology course at a private religious college in central Virginia. The college was traditional in almost every way, from the way coursework was organized to the ways in which classroom activities…show more content…
His views that favored blaming mothers for sexual orientation identity may have been challenged by members of the class that did not experience coddling or over-identification with their mothers. It was fairly widely known that professional helping organizations no longer endorsed Freud's position on sexual orientation identity. Social role Knowles also asserted that adults learning occurs because adults are ready to learn; the circumstances of their lives makes learning relevant (Merriam, Caffarella, & Baumgartner, 2007). At this point in my life, I was coming to terms with my sexual orientation identity. Because I was not getting a balanced view on LGBT identity at the college, I spent a great deal of time at the public library reading about sexual minority communities. This is perhaps part of the reason why the lecture was memorable in an otherwise uninteresting course. Learning about this issue had immediacy for me because it was relevant to my life. Though the classroom did not offer me a place to grapple with these issues, my learning continued nevertheless. The instructor's lack of a balanced position made me seek other sources of knowledge. Application Knowledge is not gathered and stored for a later time. In order to be a useful learning experience, there must be an immediate need. Merriam, Caffarella, and Baumgartner (2007) noted that, in Knowles' adult learning
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