1. ADULT EDUCATION AND NATIONAL DEVELOPMENT ED 3102 LECTURE SERIES
PHILOSOPHICAL ORIENTATIONS OF EDULT EDUCATION
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2. PHILOSOPHICAL FOUNDATIONS OF AE
An adult education philosophy, or philosophical orientation, is the categorization of an individual's beliefs, values, and attitudes towards adult education and what the purpose and outcome of adult education should be.
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3. Why Philosophy?
Philosophy provides us alternative approaches to programme planning, curriculum designing, teaching, budgeting, evaluation, etc.
It also helps us to develop our own working philosophy and free us from any kind of dependence on somebody else’s principles and ideologies in a dogmatic manner.
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4. A Working Philosophy
A ‘working philosophy’ refers to ‘an individual adult educator’s system of beliefs, which is an outgrowth of the sum of our personal values, experiences and lifestyles and it is related to the way we do things.
A working philosophy also gives us greater control and deeper interest in things that we do or would like to do and over our decision- making powers.
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5. PHILOSOPHICAL ORIENTATIONS OF AE
There are five basic principles of adult progressive education.
They are:
Behaviorist
Liberal
Humanistic
Progressive
Radical
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6. 1. Liberal Philosophy
It stresses the development of intellectual powers, and seeking of knowledge.
It believes that:
"the educated person possesses the four components of a liberal education: wisdom, moral values, a spiritual or religious dimension, and an aesthetic sense" (Elias & Merriam, 1995.
Freedom comes through a liberated mind
All human beings are endowed with a reasoning ability to liberate themselves.
It stresses the development of intellectual power of the mind
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7. Stresses philosophy, religion, and the humanities over science.
It emphasizes liberal learning, organized knowledge, and the development of the intellectual powers of the mind.
Stresses philosophy, religion, and the humanities over science.
Employs heavy promotion of theoretical thinking.
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8. directs the entire learning process.
Role of the teacher:
An expert/authority, and where information (knowledge) flows in one direction, which is ‘top-down’
directs the entire learning process.
must be well-versed in many intellectual interests.
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9. 2. Behaviorist Philosophy
Aims towards individual and societal survival
Emphasis is put on skill acquisition and learning how to learn.
Teacher must create an environment that is optimal for bringing about behavior that ensures survival.
It emphasizes the importance of the environment in shaping the learner.
Behaviorist concepts include mastery learning and standards-based education.
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10. Teaching and Learning methods:
The teacher:
The manager, controller who predicts and controls the learning outcomes and desired behavior.
Teaching and Learning methods:
Teaching methods include behavioral conditioning, feedback, drill and practice.
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11. Role of the learners:
Learners are active and able to demonstrate a measurable, learned behavior.
Evaluation is valued in assessing the attainment of the behaviors being taught.
Vocational training and teacher certifications are both behaviorist practices.
Practitioners:
Skinner, Thorndike, and Steinberg were believers in the behaviorist philosophical tenet.
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12. 3. Progressive Philosophy
The progressive tradition stresses an experiential, problem-solving approach to learning
Emphasizes experience of learner as the main determining factor in seeking solutions and change
Believes in the social reform role of education.
Goal of education is improvement rather than survival, which is achieved through liberating the learner.
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13. Teacher-learner relationship that is interactive and reciprocal.
Education is an instrument for preparing learners to change society.
Learners need problem solving skills and practical knowledge.
They learn by doing, inquiring, being involved in the community, and responding to problems.
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14. Proponents include Spencer, Dewey, and Lindeman.
The educator:
An organizer who guides learning instead of directing learning and evaluates the learning process.
Teaching methods:
Include problem solving, the scientific method, and cooperative learning.
Proponents include Spencer, Dewey, and Lindeman.
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15. 4. Humanistic Philosophy
The humanistic philosophy of adult education follows some basic principles such as the following:
human nature is naturally good; freedom and autonomy influence behavior;
individuality and potentiality are unlimited and should be nurtured;
self-concept leads to self-actualization;
perception of the world explains behavior.
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16. Foundations of humanistic education lie in the following:
the notion of self-concept - that the adult defines himself in terms of the accumulation of a unique set of life experiences;
adult's readiness to learn is linked to developmental tasks unique to a stage in life;
Adults desire an immediate application of knowledge.
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17. The humanistic adult education philosophy seeks to facilitate personal growth and development.
Humanists are highly motivated and self-directed learners; responsibility to learn is assumed by the learner.
The teacher:
facilitator and /or a helper who promotes but does not direct learning.
Humanistic teaching methods contain group discussion, team teaching, individualized learning, and the discovery method.
Rogers, Maslow, Knowles, and McKenzie are facilitators of the humanistic philosophy.
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18. This tradition also emphasizes experiential learning, freedom, individuality, self-directedness, openness and cooperation.
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19. 5. Radical Philosophy
The radical adult education philosophy promotes extreme social, political, and economic change through education.
The educator and learners are equal partners in the learning process.
It embraces concepts such as noncompulsory learning and de-schooling.
Effective teaching methods include exposure to the media and people in real life situations
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20. Holt, Freire, and Illich are proponents of the radical adult education philosophy.
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