Philosophy of adult learning: Getting around the bases

Running head: PHILOSOPHY OF ADULT LEARNING TMS

Philosophy of adult learning: Getting around the bases Timothy Stafford MA, MS

Philosophy of adult learning: Getting around the bases

Introduction Adult learning philosophies cover a broad spectrum of ideas and ideologies that are often opposing in their views. This being true, it is important for the instructor and instructional designer to position his/herself within this spectrum so as to fully understand the nuances of what teaching or designing instruction will look like from their perspective. It is also important to understand that the nature of viewing learners often comes from a perspective that is formed from being a learner and the experiences that one can add to their autobiography and therefore their own ideology of what a learner needs (Brookfield, 1995). These then need to be critically adjudicated in light of the reality of what learners need in the present educational climate. This then creates an environment where chasms in learning can be rectified and learners can be set up top succeed rather than fail. Here is where a good practice audit and other types of examinations are critical to the forming of a philosophy of adult learning that will be ever evolving but whose core concepts will be the bedrock of a lasting instructional infrastructure. The core idea of setting up this kind of philosophical infrastructure will be to metaphorically look at four necessary pieces of an adult learning philosophy in light of a baseball diamond. One concept leading to another until the batter or educator get around all of the bases to score a homerun by creating an infrastructure for educational success philosophically. It also must be noted that this process will also pointedly reveal the ideological convictions of the author, and therefore will reflect the philosophical implications of the authors educational worldview.

Stepping up to the plate: Establishing the four areas of greatest concern In establishing an educational philosophy or worldview, two terms that will be used interchangeably within the context of this exercise, it is important to arrive a t the areas of

Philosophy of adult learning: Getting around the bases

greatest concern to the philosophy itself. These will provide the foundation for the other issues of any philosophical model that arise as one seeks to use it to build an educational format upon. So for the educator these areas are the pillars of the existence of the philosophy itself. In keeping with the baseball diamond metaphor, it is also important to give the choices a rationale that shows a gradation of their placement in the model (first base, second base, etc) so that individually and as a whole the philosophy reveals its weight and holistic nature. For the author, these four bases include (1) The view of the learning process, (2) The locus of learning, (3) The purpose of learning, (4) The role of the educator (Merriam, Caffarella, & Baumgartner, 2007, p. 295-296). Rationale and examples for each base will be provided in each section following.

First base: The view of the learning process Rationale and Authors perspective The view of the learning process is a critical part of the process of establishing any educational philosophy because it helps to understand why learning exists. From a behaviorist who believes that learning changes behavior to a cognivitist who believes that processing information is the view of education. One must find themselves on this continuum so as to be able to proceed any further. This would be a pillar that would influence all other areas and it reflection the most primitive part of the philosophical construct. Certainly for the author first base would have to be a more constructivist approach to learning where meaning is constructed from experience (Merriam et al., 2007) This would include Meizrows transformational learning theories (Meizrow, 1997) as well as Stamps human resource development (Stamps, 1997). These ideas certainly resonate based on a part of the authors overall worldview which includes a spiritual component that makes experience

Philosophy of adult learning: Getting around the bases

something that is expected and not so much an added bonus to a relatively cold existence. In fact experience is what has brought life to many of the ideas, challenges, and educational goals for so many. So it is these experience in education that provides a backdrop of long term learning that cannot be experienced in quite the same way as through a more cognivitist construct. Second base: Locus of learning Rationale and Authors perspective Once the view of the earning process has been established, then it is important that the locus of learning be established as a following step. The rationale for this is because in the locus of learning, one must articulate what is at the center of the learning itself. For a humanist, as an example, there are affective and developmental needs that must be the centered focus of whatever is learned. Maslow points out that real learning in a humanist view includes such areas s discovery of destiny, satisfaction of psychological needs, and the acquisition of peak experiences. This are all part of the self-actualization process that is critical to the humanist experience (Maslow, 1970). For the author, however, there is a sense of need to focus on the ability to construct knowledge and this is prevalent in adult education as a whole. Being able to construct knowledge means that the learner has a greater understanding of the principles and purposes of learning and therefore androgeny and other models exists that point to the connection of learning for adults and even go as far as to link life experience to both a resource and a stimulus for learning.

Philosophy of adult learning: Getting around the bases

Third Base: Purpose for learning Rationale and Authors perspective Third base then must be an acknowledgment of the purposes of learning. To a constructivist purpose is a central key to the entire philosophy of learning because purpose leads to a construction of knowledge, whereas to a Social cognivitist, the roles and behaviors of the learner and the shaping of such is what is really important as far as having a purpose driven educational philosophy. Certainly, there is room for either of these perspectives as well as those that are more structured towards self-actualization and behavioral change. In reality the purpose of education is not merely another base on the diamond, but really can be the lynch pin of the success of a philosophical construct if it is too myopic in nature or too overarching. Purpose provides a platform for evaluation of educational processes as well as a platform for the construction and delivery of educational mechanisms and curricula. For the author, the process of constructing knowledge is the key for the learner. In constructing knowledge one can then change behavior and finds a sense of self-actualization. To learn for the sake of self actualization seems shallow in the sense that one is only learning for themselves, but in constructing knowledge, one can, in turn learn for others which makes the imprint of that learning exponentially more significant. The idea of those who cannot do, teach, is preposterous, when in fact, those who have constructed knowledge well enough to perform at the highest levels, often are the best teachers.

Philosophy of adult learning: Getting around the bases

Home plate: The role of the educator Rationale and Authors perspective The home-run as it were takes place with the introduction of the educators role. As in most successes in education the Educator himself/herself is the one who brings it all together in context of the educational philosophy as a whole. The educator carries the vision based on the lenses of the worldview that he/she comes to the classroom with especially in regards to educational philosophy. In order for a learner to experience a holistic environment of humanist philosophy, the educator must have a role as one who facilitates development of the whole person, a cognitivist educator structures content of learning activity, and a behaviorist educator arranges the environment to elicit desired responses. Each of these comes with a set of manifestations that are important as evaluative tools of this type of learning philosophy. As a constructivist in most areas of education, the author certainly believes that the educator is a key factor in the success of the students on so many levels. Reflective practice, transformational experiences, identifying opportunities to create communities, and situated learning all come from the very heart of the constructivist ideologies and the educator plays a significant role in providing these environmental building blocks for the learner. The educator acts like a facilitator of purpose and meaning for the learner (Merriam et al., 2007)

Conclusion: A different ballgame It is not hard to understand that ever ideological view has a place and a group of supporting scholars and practitioners who help to keep the legacy of these theories and practices alive. However, we stand on the dawn of a new age of much more self-directed learning as the age of technology continues to grow and virtual education becomes a more palatable means of

Philosophy of adult learning: Getting around the bases

education in the decades to come. This being said, what will happen to educational philosophy as autonomy begins to put its stamp on the future? It is apparent that some ideologies will fall prey to the vast abyss that technology will create for these philosophical tenets to exist. Behaviorism will need to change to adapt to an environment that is very different than what we are accustomed to in traditional education. Even mentoring will look very different in the future. It will be a different ballgame as it were. However, this does not necessarily mean that all is lost for those whose ideologies center around the various praxes of the traditional classroom, but it does mean that every philosophy will need to be pruned through a new worldview that includes technology as a delivery method and as a environment all its own (Marx, 2006)..

Philosophy of adult learning: Getting around the bases

References Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: JosseyBass, Inc. Marx, G. (2006). Future-focused leadership: preparing schools, students, and communities for tomorrow's realities. Alexandria, VA: Association for Supervision and Curriculum Development. Maslow, A. H. (1970). Motivation and personality (Vol. 2nd). New York: HarperCollins. Meizrow, J. (1997). Transformation theory of adult learning. In P. Cranton (Ed.), In defense of the lifeworld (pp. 39-70). State University of New York Press. Merriam, S. B., Caffarella, R. S., & Baumgartner, R. M. (2007). Learning in adulthood: A comprehensive guide (Third ed.). San Francisco: John Wiley & Sons, Inc. Mirriam, S. B., Caffarella, R. S., & Baumgartner, R. M. (2007). Learning in adulthood: A comprehensive guide (Third ed.). San Francisco: John Wiley & Sons, Inc. Stamps, D. (1997). Learning is social. Training is irrelevant? Training, 3(2), 35-42.