Personal Philosophy of Adult Education

Personal Philosophy of Adult Education

Introduction

The term 'education' means 'formal education,' which is based on structured systems of classroom teaching and evaluation of students. It refers to experiences, which support people to grow wisely and to empower them to become learned members of society. The process of adult education occurs lifelong. In ancient times, education was transferred from older generations of adults in order to train the younger members of their society about the skills and knowledge. Most of the skills and knowledge were transferred by 'verbal' means. Later, written system was introduced and transmission of knowledge became highly organized. This process of education gave rise to learned society and culture (Elias, & Merriam, 2005).

Discussion

An Adult Educational Philosophy

Adult education learning process occurs throughout the life of the person, whether it occurs individually or collectively. People learn and teach by interacting with each. Learning is the process of gaining knowledge, experience, and skills. Adult education focuses on the belief that individual can take hold of life and able to make changes (Elias, & Merriam, 2005).

An adult educational philosophy is the comprehensive set of beliefs about the learning and teaching process. The educational philosophy helps educators and teachers to teach and help in the development of an individual and society. The analysis of adult educational philosophy can be related to major philosophies of adult education, such as Behaviorist Adult Education, Liberal Adult Education, Humanistic Adult Education, Progressive Adult Education, and Radical Adult Education (Elias, & Merriam, 2005).

Primary Drive in Adult Education

A learning environments must be adjusted so that all learners can learn without any difficulty. The primary drivers that help in adult education learning are readiness, exercise, effect, primacy, recency, intensity, freedom and requirement.

Readiness

Readiness represents concentration and willingness to learn. People learn best when they are ready to learn, and probably do not learn properly if they think there is no reason to learn. The educator must create interest in the subject matter by providing a definite reason for learning (Lefrancois, 2011).

Exercise

This principle states that things that are repeated are best learned. The practice of things must be meaningful (Lefrancois, 2011).

Effect

This principle is based on the emotional reaction and motivation, that pleasant or satisfying feelings strengthen the learning, and unpleasant feelings weaken the learning process (Lefrancois, 2011).

Primacy

Primacy states that things that are learned first, make an impression that is difficult to forget. For an educator, this means that most important thing should be taught first. An educator must plan to teach the important things in the beginning to facilitate the delivery of the subject matter (Lefrancois, 2011).

Recency

This principle states that recently learned things are best remembered. An educator should provide review and summarizes in the end to fix in them in mind of others. An educator should repeat or re-emphasize the important points in the end to help the others remember those (Lefrancois, 2011).

Intensity

This principle states that intense, sharp, vivid, and dramatic material is best retained than a routine ...