Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices

Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices

Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices

Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices

Excerpt

The facilitation of learning–assisting adults to make sense of and act upon the personal, social, occupational, and political environment in which they live–is an important, exhilirating, and profound activity, both for facilitators and for learners. It is also a highly complex psychosocial drama in which the personalities of the individuals involved, the contextual setting for the educational transaction, and the prevailing political climate crucially affect the nature and form of learning. Yet among theorists and practitioners of adult learning this complexity is frequently ignored. Instead, a kind of folk wisdom has emerged in which the facilitation of adult learning is seen as a nondirective, warmly satisfying encounter through which learners' needs are met. It is generally unacknowledged that such encounters might contain elements of conflicting purposes, contrasting personality styles, or challenges to learners to engage in an anxietyproducing reexamination of self or of previously unchallenged norms (organizational, behavioral, or moral).

Those engaged in helping adults to learn know that facilitating learning is often not a wholly fulfilling and bountiful experience in self-realization. A major purpose of this book is to examine critically the notion that facilitating learning is a . . .

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