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Adult Learning

1. What are the differences and implications in adult learning & adult education?

2.How does learning connect with performance?

3. What is the essential thinking undergirding the Whole part-Whole Learning model?

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RESPONSE:

1. What are the differences and implications in adult learning & adult education?

Malcolm Shepherd Knowles (1913 - 1997) was a, perhaps 'the', central figure in US adult education in the second half of the twentieth century His work was a significant factor in reorienting adult educators from 'educating people' to 'helping them learn' (Knowles 1950: 6). In focusing on the notion of informal education, Malcolm Knowles was pointing to the 'friendly and informal climate' in many adult learning situations, the flexibility of the process, the use of experience, and the enthusiasm and commitment of participants (including the teachers!) (http://www.infed.org/thinkers/et-knowl.htm).

Therefore, the implications of adult learning are that learning occurs in informal situations, as well as in formal settings. It is self-directed and a person engages in life-long learning experiences, like at learning at home, learning in the workplace, and so on. It is flexible and fun. Knowles differentiated between androgogy and pedagogy. For Knowles, andragogy was premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth was added later.

1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person ...

Solution Summary

This solution discusses aspects of adult learning, including the differences and implications in adult learning & adult education; how learning connects with performance; and the essential thinking undergirding the Whole part-Whole Learning model. Examples and references are provided.

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