THE ASSUMPTION AND
IMPLICATION OF ADULT EDUCATIONS
Introduction
Andragogy is the art and science of
helping adults learn. This definition is according to Knowles at 1970. The
learning society is growing, because it is must. It would be difficult to thing
of some way to live in a society changing as rapidly as, whithout constantly
learning new things. When life was simpler, one generation could pass along to
the next generation. What it needed to know to get along in the world. Tomorrow
was simply a repeat of yesterday. Now, however the world changes faster than
the generations, and individual must live in several different worlds during
there life time. The world in which we are born is not the world in which we will live,
nor is that the world in which we will die.[1]
Therefore
the person must study for their live. By knowing the principals of adult
learning, Andragogy will known about assumption and implication of adult
learning.
Disscusion
The andragogical model is based on
several underlying assumptions, for example " The Modern Practice of Adult
Education" emphasizes four basic underlying assumptions: The self concept of the learner includes self
directedness, the learner's experience should be used, readiness to learn
depends on need, and orientation to learning is life or problem centered. These
assumptions have consistently guided researchers, writes, and practioners in
adult education over decedes. It is important to consider some the implications
of these assumptions for educational practice.
- Adults are self directing.
The self-directed learning guide
consists of three parts: The Learner, The Teacher, and Learning Resources.
First part contains four inquiry projects which examine the importance of
self-directed learning, its assumptions, required competencies, and learning
plan design. The nature of the inquiry between author and teacher. In Second
part is to explore the implications for teachers of having self-directed
learners as students. Knowles visualizes the teacher role as that of facilitator
of learning rather than teacher, procedural guide rather than content
transmitter. The reader is led through a semester graduate course in "The
Nature of Adult Education," taught by the author, where the teacher
performs as a facilitator and resource to self-directed learners. Thirt
consists of 15 learning resources: a comparison of assumptions and processes,
competencies of self-directed learning, a learning contract, descriptions of
self-directed learners, relationship-building exercises, a consultation
skill-practice exercise, a self-assessment exercise, a content-course
self-assessment instrument, guidelines for stating objectives, questioning
strategies/techniques, relating methods to objectives, exercises in reading a
book proactively and using human resources proactively, types of evidence for
different objectives, and examples of rating scales. The appendix contains
guidelines for contract learning. (EA)
Knowels points to four implications of this
statement.
- The learning climate should be one which causes adults to feel accepted, respected and supported. There should exist a spirit of mutuality between teachers and students as joint inquirers.
- Emphasis should be placed on learner involvement in a process of self diagnosis of learning needs.
- Learners should be involved in the process of the planning their own learning with the teacher serving as a procedural guide and contents resource.
- The teaching and learning process is the mutual responsibility of learners and teacher. The teacher become a resource person and catalyst rather than an instructor.
- Learners should engage in self evaluations, with the teacher helping. The adults obtaining evidence for themselves of the progress they are making. "Nothing makes an adult feel more child, than being judged by another adult. It is ultimate sign of disrespect and dependeney, as the one was being judged experiences it".[2]
The solution of the first
implication,
§
From the first implication, the condition have
to causes the adult feel accepted, respected, and supported to exist a mutually
between teacher and student.
a. Accepted
is welcome, the adult have to can feel accepted in the classroom, by question
to the adult and giving experience or view about something.
b. Respected
is being respect. The teaching shoud not some with child, by example, passing
the student into class who have come late by saying sit down please, the adult will feel respected
from the teacher. Because some level between student and teacher.
c. Supported
is getting support. By giving time for asking a question. Example, Is there any
question?
The student will
correct us, if they find us wrong.
From this nature of implication the
student and teacher will get a spirit of mutually between teacher and adult
student.
§ In
second implication a learned must be involved in a prosess of self diagnosis of
learning need. It's mean a teaching does not from teacher himself, but a adult
also involved in a prosess of learning. By discussion a adult will participant
in problem solving case.
§ Beside
involved in a prosess of self diagnosis, he also involve in prosess of
learning. How to study, discuss, problem solving learning. It back to self
directed learning. Because guiding adult
in a prosess of learning according to the adult, he has nature of learning, it
being respected.
§ There
is a mutually realitionship between learner and teacher. The teacher become resource of knowledge, fasilitator, and catalyst of teaching and
learning rather than instructor.
§ Learners
should involve in self evaluation, because he known evidence of themselves in
the prosess of teaching learning.
- Adults have many and varied experience. The volume and variety of adults. Experience has three implications for practice.
- Parcipatory experiential techniques should be used in order to tap the experiences of the learners.
- Provision should be made for learners to plain how they are going to apply their learning to their day to day lives.
- Activities should be incorporated which encourage learners to look at their experiences objectively and learn how to learn from them.[3]
The solution of second assumption,
adults have many and varied experience than child. Because adult learns from
child, and has many methode of learning that has studied at before.
a. How
to tap or take a knowledge and experience. Adult live by many experience, he
will teach child by his experience good or bad. Therefore a adult study how to
tap an experience from his life to teach his child.
b. After
taping his experience, how to use it in his life. Because he study for life.
c. Many
activities does according to experience. Without experience an adult will look
for the simple methode for activities. And he will study by doing, problem
solving learning and others of methode of learning.
Adults have had a lifetime of experiences. These make adult learners more
heterogeneous than younger learners and also provides an additional base of
knowledge that can and should be used in the classroom or technology-based
learning experience. Adults want to use what they know and want to be
acknowledged for having that knowledge. The design of technology-based
instruction must include opportunities for learners to use their knowledge and
experience. Case studies, reflective activities, group projects that call upon
the expertise of group members and lab experiments are examples of the type of
learning activities which will facilitate the use of learners’ already acquired
expertise.
- Adults are ready to learn as a result of being at a developmental transition point. This concept has at least two implications.
- Curriculum should be organized so as to meet the real life concerns of individuals, rather than the needs of the sponsoring institution.
- The concept of developmental readiness or tasks should considered in the grouping of learners. For some learning, homogen couse groups are preferable.[4]
The solution of this assumption, an
adult ready to learn any concept of learning, therefore the curriculum should
be organized to meet the real life. And the concept of developmental readiness
or tasks should considered in the grouping of learners.
a. The
curriculum should not cover the sponsor. It does not according to sponsor. That
curriculum according to adult.
b. About the learning adult, the homogen learning
is more affective than to learn them selves, because they can to problem
solving, giving view every one of group homogen learning.
Adults become ready to learn something when, as Knowles explained, “they
experience a need to learn it in order to cope more satisfyingly with real-life
tasks or problems.” (1980, 44) It is important that lessons developed in
technology-based opportunities should, where possible, be concrete and relate
to students’ needs and future goals. These may be adapted from the goals of the
course or learning program but can also grow out to the requests for student
expectations that were mentioned earlier. In addition, an instructor can
encourage students’ readiness by designing experiences which simulate
situations where the student will encounter a need for the knowledge or skill
presented. Students in a personnel management course may not see the need for
learning about the Family and Medical Leave Act but an interactive role play
that puts students in the place of a manager who must deal with an employee’s
request for leave due to a child’s illness will help them see how an
understanding of the topic will benefit them in the future.
- Adults prefer problem centered or performance centered learning. Again several implications flow from this statement.
- Educators must be attuned to the concerns of the individuals and develop learning experiences that are relevant to these concerns.
- The appropriate organizing principle for sequencing adult learning is according to problem areas, not subjects.
- Early in any adult education session, there should ne an exercise in which the participants identify the specific problems they want to be able to deal with more adequately. [5]
The solution of this fourth
assumption, usually the adult like problem center learning, by discussion and
the study must be agree with condition of discussion.
a. The
teacher has to direct the individual teaching and development experience
according to adult learning. The adult like problem solving learning by there
experience, example, to solve the effective methode for making brick. He will
do what he get in experience by looking several methode for the master of it.
That he will develop his learning experience.
b. The
appropriate organizing principle is more better than subject. Because prosses
to get something will more synchronized than
result of problem solving.
c. With practice more the adult will have many
experience to solve problem, because with many practice, he will know the right
methode and mistake prosess.
Conclusion
They are four assumption and their implication in adult
learning.
1. Adults
are self directing.
a. The
learning climate should be one which causes adults to feel accepted, respected
and supported. There should exist a spirit of mutuality between teachers and
students as joint inquirers.
b. Emphasis
should be placed on learner involvement in a process of self diagnosis of
learning needs.
c. Learners
should be involved in the process of the planning their own learning with the
teacher serving as a procedural guide and contents resource.
d. The
teaching and learning process is the mutual responsibility of learners and
teacher. The teacher become a resource person and catalyst rather than an
instructor.
e. Learners
should engage in self evaluations, with the teacher helping. The adults obtaing
evidence for themselves of the progress they are making. "Nothing makes an
adult feel more child, than being judged by another adult. It is ultimate sign
of disrespect and dependeney, as the one was being judged experiences it".
2. Adults
have many and varied experience. The volume and variety of adults. Experience
has three implications for practice.
a. Parcipatory
experiential techniques should be used in order to tap the experiences of the
learners.
b. Provision
should be made for learners to plain how they are going to apply their learning
to their day to day lives.
c. Activities
should be incorporated which encourage learners to look at their experiences
objectively and learn how to learn from them.
3. Adults
are ready to learn as a result of being at a developmental transition point.
This concept has at least two implications.
a. Curriculum
should be organized so as to meet the real life concerns of individuals, rather
than the needs of the sponsoring institution.
b. The
concept of developmental readiness or tasks should considered in the grouping
of learners. For some learning, homogencouse groups are preferable.
4. Adults
prefer problem centered or performance centered learning. Again several
implications flow from this statement.
a. Educators
must be attuned to the concerns of the
individuals and develop learning experiences that are relevant to these
concerns.
b. The
appropriate organizing principle for sequencing adult learning is according to
problem areas, not subjects.
c. Early
in any adult education session, there should ne an exercise in which the
participants identify the specific problems they want to be able to deal with
more adequately. [6]
Reference
§
Patricia Cranton,
Working With Adult Learners, Wall & Emerson. Inc, Toronto, page 13-14.
§ Mariyat, Akrim, Dipl. A. Ed, Andragogy, Institute study Islam Darussalam, page 5.
§
[1] Mariyat,
Akrim, Dipl. A. Ed, Andragogy,
Institute study Islam Darussalam, page 1.
[2] Mariyat,
Akrim, Dipl. A. Ed, Andragogy,
Institute study Islam Darussalam, page 5
[3] Mariyat,
Akrim, Dipl. A. Ed, Andragogy,
Institute study Islam Darussalam, page 5
[4]Mariyat,
Akrim, Dipl. A. Ed, Andragogy,
Institute study Islam Darussalam, page 5
[5] Patricia Cranton, Working
With Adult Learners, Wall & Emerson. Inc, Toronto, page 13-14.
[6] Patricia Cranton, Working
With Adult Learners, Wall & Emerson. Inc, Toronto, page 13-14.
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