Philosophy Statement
Adult Learning and Education
Introduction
Adult learning
and its evaluation have a long history and have divergent opinions. Adult
learners differ from the young children and therefore the pedagogical learning
cannot be effective in their learning.
The characteristics of adult learners
form the basis for the foundation of the principles which govern their teaching
and learning process. Unlike the case of children, adults are propelled and intrinsically
motivated to learn hence many theorists have tried to explain the manner in
which adult learners experience learning and the influences of such learning.
It is worth appreciating the fact that the concept of adult learners extends to
the society since they are employees, employers, parents and with other
societal obligations. The purposes of adult learning are worth evaluating.
Specifically, there is need for the analysis of concepts as they are applied in
adult learning taking into consideration the characteristics of such adults.
This leads to the question of the roles played by adult educators and learners
with the influences of the context of learning determining the nature of adult
learning.
Consequently, the application of adult learning is linked to its
purposes and is worth evaluating as a means of assessment of the process and
its contribution to the learners, education system and society as a whole.
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