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Lesson06AdultLearning - LESSON 6 ADULT LEARNING Dear...

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LESSON 6 ADULT LEARNING Dear Friends, After reading previous few lessons you are position to explain learning and training. After reading this lesson You will be able to : 1. Understand and Explain Adult Learning 2. Differentiate between adult learning and Child learning 3. Apply the principles of adult learning for practical training. Learning is a life-long activity; we are never too old to learn, but we are frequently resistantto change, People often talk about problems as if they safe-guarded their position, e,g, "There are so many problems I cannot change" What they mean is do not remove the problem or I might have to change. Learning is change. ADULT LEARNING Pedagogy All formal education institutions in modern society were initially established exclu- sively for the education of children and youth. At the time they were established there was only one model of assumptions about learners and learning - the pedagogical model (derived from the Greek words, ped meaning "child" and agogus meaning "leader" so "pedagogy" means literally "that art and science of teaching children." This model assigned full responsibility for making all decisions about what should be learned, how it should be learned, when it should be learned. Students were given the . role of being submission recipients of the directions and transmitted content of the teacher. It assumed that they were depended personalities, that they had little experience that could serve as a resource for learning that they become ready to learn what they were told they had to learn (to get promoted to the next level), that they were subject -centered in their orientation to learning and that they were motivated by extrinsic pressure or rewards, The backbone methodology of pedagogy is transmission techniques. As educational psychologists started researching educational phenomena around the turn of the century they were governed largely by these assumptions too. But they were not really looking at learning; they were investigating reactions to teaching and the more they found out how teachers could control learners reactions, the more controlling teaching became. Pedagogy was king. When adult education began to be organized systematically in the first quarter of this century, pedagogy was the only model teachers of adults had to go on, with the result that until recently adults were taught as if they were children. I believe that this fact accounts for many of the troubles adult educators encountered, such as a high drop-out rate (where attendance was voluntary), low motivation, and poor performance. When
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training began emerging as a speciality within the general adult education movement almost half a century later, this was the only model available to trainers, as well.
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