· Andragogy – An adult learning theory (to differentiate learning in childhood from learning in adulthood but broadened to explain the situation of the learner more so than the age of the learner) that refers to practical and academic aspects of adult learning. Andragogy makes “assumptions” about adult learners. These “assumptions” are the very stamps that highlight the difference between the traditional learning of children (pedagogy) and that of the adult as a learner and the process of adult learning.
· Self-directed/Individual Learning – A process “... in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” Being self-directed signifies that adult students can and should be allowed to participate in evaluating their learning needs, planning and implementing the learning activities, and evaluating those experiences. Knowles further states that individuals can be assisted in becoming more self-directed when given appropriate learning tools, resources, experiences, and encouragement (Knowles, 1975). It is further suggested that the self-directed learning does not eliminate the need for an “educator” or "facilitator" but that his/her role would be one of helping to point adult learners to resources, etc.
· Transformational Learning – explains the process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world. Transformative learning is the cognitive process of effecting change in a frame of reference although it is recognized that important emotional changes are often involved as well. These frames of reference define our view of the world and we have a tendency as adults to reject or deem unworthy any ideas that do not ascribe to our particular values, associations, concepts,etc. Transformative learners utilize discourse as a means of critical examination and reflection “devoted to assessing reasons presented in support of competing interpretations, by critically examining evidence, arguments, and alternative points of view.” When circumstances permit, transformative learners move toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of experience. Transformative learning leads to autonomous and responsible thinking which is essential for full citizenship in democracy and for moral decision making in situations of rapid change.
· Experiential learning – this type of learning can be defined as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." concrete experience provides the information that serves as a basis for reflection. From these reflections, we assimilate the information and form abstract concepts. We then use these concepts to develop new theories about the world, which we then actively test. Through the testing of our ideas, we once again gather information through experience, cycling back to the beginning of the process. The process does not necessarily begin with experience, however. (http://psychology.about.com/od/educationalpsychology/a/experiential-learning.htm)
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· Spiritual Learning— Even though spirituality is generally seen as an individual's experiences of what is perceived as sacred, how one frames or understands those experiences can strongly influence one's beliefs and behaviors. In living out their spirituality, some people focus more on its inward activities such as prayer, meditation, and experiences of wholeness; others focus more on how it influences their outer action in the world, and they might not discuss spirituality per se unless asked about it directly.
The influence of spirituality in adult education is felt in four primary ways:
1. A significant number of adult education professors have had earlier careers in ministry
2. More recent writers have discussed the influence of spirituality and soul in how it affects learning on an individual level.
3. How it influences professionals in the workplace or in working for the common good as leaders and educators.
4. Present, in a very strong sense, in those educating for social justice in myriad adult education settings.
Adults who value spirituality often described their adult spiritual development as a process of questioning or moving away from earlier beliefs or experiences from one's childhood religious or cultural tradition, as other ways of being in the world are explored through education or other life experiences related to cognitive and moral development. Then later they spiral back and reframe aspects of those earlier experiences, often in light of mythic or cultural story or other forms of knowledge that tap into creativity.
Obviously, I am not an expert in the area of spiritual learning in adults, but I have definitely seen the spiraling effect in adults in light of spiritual learning.
So, what might the role of the ‘facilitator’ in the consideration and/or incorporation of spiritual learning in adult education. Attending to spirituality and learning doesn't mean that one need necessarily discuss it directly in class or learning activities. One can ask learners about the experience of a shimmering moment in their lives, relative to a particular topic, and then explore what was so significant about the experience. This of course doesn't necessarily mean that spirituality will come up. But it creates a space where it may. (Merriam)
· Narrative Learning—Narrative learning builds on and further extends traditional and experiential learning. Narrative learning is creating a "narrative" or story about what we are learning in order to make sense of something, to discern its intern logic, and figure out how it relates to what we already know. Merriam presents 3 modes of narrative learning: Learning journals, concept – focused autobiographical writing, and instructional case studies. Narrative learning is an effective educational approach and is a valuable way to conceptualize the learning process. Narrative learning has the power to constitute a theoretical means to connect lived experience to learning at a more complex and profoundly human level, offer a different and potentially richer way to conceptualize transformational learning, and enrich adult education practice by enabling us to use stories more intentionally and effectively because narrative learning. Helps us understand how this learning works. (Merriam)
· Cognitive – Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. Educators employing a cognitivist approach to learning would view learning as internal mental process (including insight, information processing, memory, perception) where in order to develop learner capacity and skills to improve learning, the educator structures content of learning activities to focus on building intelligence and cognitive and meta-cognitive development. (http://en.wikipedia.org/wiki/Learning_theory_(education)#Cognitivism
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· Adult Learning Theory for the 21st Century –
The educators of adult learning--It is important to keep in mind that adult educators, at heart of their work, is the desire to facilitate learning for all adult learners and that always means considering the learning setting, style, and learning process and all the factors that influence these things the adult learner and/or learning environment.
The Adult Learning theory for the 21st Century first suggest that we have learned so much and examines many theories over the years but there is so much more to learn and apply and the truth is, the considerations are as varied and progressive as the adults who come to learning themselves.
Some theories and thoughts are newer considerations of adult learning; and others (i.e. Cognitive and Transformational Learning) and been developed and/or understood more clearly over many years of study. Therefore, layering these approaches and continuing to investigate and apply (urgently), as we learn more about adult learners, must be the way we move further into the 21st Century of adult education. Learning is a multidimensional phenomenon. This layering of learning theories (in study) an application of varied approaches is a way if meeting the multidimensional needs of the of adult learning in the 21st Century. (Merriam)
I am interested in the topic of narrative learning. I am interested in this topic because, in he assigned reading, I have come to identify it as a part if my own learning style. I love to hear stories about life's joys, challenges, and especially overcoming. I am also motivated by quotes and other animated (fiction or non-ucrion) verbal sharing in story form. I would like to know more about how to "work to story" my life and learning journey, share, and hear those "stories" from others.
I would like to design a mini-class experience where ... Producing narratives from adult learners that will inspire other adults to consider and/or pursue their dreams of intentional life-long learning.
