ADULT EDUCATION

Adult Education in Community Development Setting

Adult Education in Community Development Setting

Introduction

The main purpose of this paper is to make an analysis on the adult education in the Ireland based community development setting. The paper also makes reflection that how we can build in brook field's principles in an education programme, in adult education in Ireland based community. Until the middle of the 20th Century, educators of adults relied on educational psychology and psychology to explain how adults learned. Due to the influence of Carl Rogers, humanist psychology has greatly impacted education. Rogers' ideas about education advocated a shift from teacher-directed classrooms to teaching learners how to learn. Brockett and Hiemstra (1991) asserted that the characteristics of SDL are basic tenets of the humanist philosophy. Those who ascribe to the humanist philosophy posit that SDL should have the goal of developing one's capacity to be self-directed. Humanistic education for adults promotes personal autonomy and social progress. In the humanist philosophy, an adult's reason for learning is for personal growth. Maslow, Roberts and Fromm, humanist psychologists, introduced the concepts of autonomy, participation and active cooperation, which Knowles used in the construction of his theory of andragogy. One dimension of this study is Knowles' theory of andragogy, which underpins the notion of self-direction as a component of the adult learner.

Discussion

Adult education

Adult education has a key objective of structuring social processes in order to tackle the myriad of issues and concerns that bring out the past and current changes. The changes which affected the situation of individuals in the economic, social, cultural and political situations have a number of challenges and opportunities for adult educators in Ireland (Bolton, 2000, p. 207).

Brookfield's Principle in Education Programme

According to the Brookfield principles, adult educators are not politically neutral, given the nature of their activities, they cannot be because what they do affect how men see the society in which they live, and the how they seek to use it or change it. Adult education is; therefore, a highly political activity in Ireland (Steedman, 1988, p. 303). Politicians sometimes make them more aware that educators and consequently n'accueillent not always positively measures the legitimate adult education in Ireland.

That level of "specialist" a subdivision of adult education in various fields such as health, agriculture, child care, management or literacy can have meaning. However, none of these areas is independent of the others. We must coordinate and combine these activities associated with it: the activities of the agricultural specialist must be combined with those of the nutrition specialist and those of educators to teach the villagers to buy and sell products more effectively. The first specialist may also feel the need to achieve literacy - or guide the people towards him (Mines, 2006, p. 23).

According to the Brook field's principles, the adult educator is in the same position: it does not something he has to learn, but helps to develop their own potential and abilities (Droegkamp, 2005, p. ...