LEARNING AND DEVELOPMENT

Learning and Development



Comparing and contrasting the learning process adult development and learning models



Comparing and contrasting - Learning and development

This study is based on compare and contrast of Malcolm S. Knowles' learning theory and Models of adult learning by Mccluskey. Knowles' calls the Andragogical Model in his book

The Adult Learner

Knowles evolves his mature individual learning idea on the premise of the distinction between pedagogy and andragogy. As pedagogy is (Knowles, 1990; p.54) “the art and research of educating children”, Knowles contends that the pedagogical form of learning and educating is markedly distinct from that where learners are adults: (Knowles, 1990; p54) “The pedagogical form assigns to the educator full blame for making all conclusions about what will be wise, how it will be wise, when it will be wise, and if it has been learned.”

Following this assumption, which conspicuously illustrates educator centralised education, Knowles summaries some of foremost characteristics of children as learners (1990, p.55) for demonstration learner's restricted know-how, motivation which is drawn from external causes, learner's character dependant on the educator etc. This distinctiveness of a child learner constitutes the unfastening issue for his idea that mature individual learners are in all aforementioned values distinct and thus, need a distinct approach to teaching. Knowles uses six assumptions of mature individual learner, which pattern the pillars of his andragogical model. These are as pursues (Knowles, 1990; p. 5763):

The need to know. - Adults need to understand why they discover certain thing before undertaking to discover it. Facilitators can make an thoughtful case for the worth of learning in advancing the effectiveness of the learner's presentation or the value of their lives. (e.g. staff appraisal schemes, job rotations, exposure to function models)

The learner's self concept. - Adults have a self-concept of being to blame for their own conclusions, for their own lives. Once they have reached at that self-concept they evolve a deep psychological need to be glimpsed by other ones and treated by other ones as being adept of self direction. The difficulty happens when we start healing them like children, for then we conceive a confrontation inside them between their thoughtful form learner identical with unaligned and the deeper, possibly subconscious psychological need to be self directing.

The function of learner's experience. - Adults arrive into an educational undertaking with both a larger capacity and a distinct value of know-how from youths. This has some penalties for mature individual education. For one, it guarantees that in any assembly of adults there will be a broader variety of one-by-one dissimilarities than in the case with an assembly of youths. Any assembly of adults will be more heterogeneousin periods of backdrop, learning methods, motivation, than is factual for a assembly of youths. For another, it means that for numerous types of learning the most rich assets for learning reside in the mature individual learners themselves. There is another cause for emphasizing the know-how of learners; it has to do with learners' ...