Burnette, F.

Merriam, S. B. & Muhamad, M. (2000). How cultural values shape learning in older
adulthood: The case of Malaysia. Adult Education Quarterly, 51(1), 45-63.
This research was done to analyze the cultural context through which aging adults within
the country of Malaysia continue to educate themselves. The authors looked at the
comparisons of Western research to Eastern ideals, and the lack thereof of Eastern ideals
portrayed through research. The goal of the researchers was to identify how adults over the
age of 60 learn in Malaysia, and whether or not that revolves around cultural values. The
authors did find that the current adults in Malaysia, in every cultural subgroup, were involved in
learning, and their learning was impacted heavily by their cultural views.
The research method that the authors used was executed well. The screening process
for selection of participants fell within well established parameters. Furthermore, the data
collected was done through informal observations and interviews, both of which the authors
explained. The authors found that adults in Malaysia were learning in nonformal, communal,
and spiritually driven ways. They found that their learning was typically embedded in the aiding
of developing relationships, to help with their life experiences, or to make them better mentors.
All the findings confirm the idea that the Malaysian culture does impact the adult learner. The
ideas that within the country, the people exist for each other, not as individuals, supports the
idea of learning in order to continue communication, or to become a better sage or mentor for
future generations. The idea of giving back and being relational was highly valued over material
comforts and wealth.
I feel as though the authors did a good job at delivering the information. They explained
the culture of Malaysia, discovered the learning environment of adults in Malaysia, and then did
a good job of showing how culture influenced the type of learning that took place. This piece
held my interest and was clearly written. It made me realize that perhaps more research needs

to be done in this area - particularly looking at Eastern countries and their views on education.
It also helped me see how biases can attribute to the formation of findings, etc. when one
doesnt separate oneself from their own expectations and biases. I would also like to see
further research done on the next generations to see how closely culture ties into their types of
learning. Also, perhaps to compare the Eastern model to Western model and measure
happiness based on the type of adult learning that takes place.