Spirituality and Religion as Cultural Influences in Andragogy

2019 ◽  
pp. 45-72 ◽  
Author(s):  
Lunthita M. Duthely ◽  
Sandra G. Nunn ◽  
John T. Avella
Keyword(s):  
Adult Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Adult Learner ◽  
Cultural Influences ◽  
Spiritual Dimension ◽  
Christian Perspective ◽  
Whole Person ◽  
Spirituality And Religion

Spirituality and religion are important considerations for the adult learner, because with adulthood comes an increased identification with spirituality. In this chapter, the authors outline key theories and concepts related to spirituality and religion in adult learning, or andragogy. Transformative learning, reflective learning, and whole-person or experiential learning are described within the context of their relatedness to spirituality/religion in andragogy. A separate section on lifelong learning, an extension of adult learning, and multiculturalism, a social realty, are explored. Moving from the theoretical to the practical application of spirituality/religion in andragogy, several examples and worldviews of spirituality/religion outside of the Western, Judeo-Christian perspective are included, as well. Practical considerations are given for learners, instructors, and researchers on secular approaches to cultivating traits and qualities that correspond to an individual's spiritual dimension, feeling of connectedness, and overall wellbeing.

The Impact of E-Learning on CTE from an Adult Education Perspective

2009 ◽  
pp. 155-165
Author(s):  
Ian Gordon ◽  
Don Quick ◽  
Linda Lyons
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Learning Technologies ◽  
Life Goals ◽  
Lifelong Learners ◽  
Career And Technical ◽  
Alternative Approach ◽  
E Learning ◽  
The Impact

This chapter provides an alternative approach to career and technical education (CTE) and the use of e-learning technologies. The authors suggested that, by shifting our emphasis in education from the development of people to meet occupational and economic needs to the development of people as individuals, they might become more successful in meeting occupational and economic goals. Based on lifelong learning, we concentrated on experiential learning, critical reflection, transformative learning, and learning communities as best educational practices. Having established the pedagogical basis for lifelong learning, they will then focus on the impact of e-learning and how it can be used to foster and develop these practices. The authors then discuss how these technologies can be used to help create lifelong learners and a learning society. The authors conclude with a discussion of two groups of CTE learners and how the use of e-learning technologies may help meet their learning, career and life goals.

Models of Lifelong Learning: An Overview

2011 ◽  
pp. 28-39 ◽  
Author(s):  
Ted Fleming
Keyword(s):  
Public Policy ◽  
Adult Education ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Learning Theories ◽  
Self Directed Learning ◽  
One Dimensional ◽  
Directed Learning ◽  
Ordinary Conversation

Lifelong learning is a familiar concept in ordinary conversation and in public policy discourses. Though the history, genesis, and various meanings of lifelong learning are noble, it has in more recent times been identified with functional interests, economic goals, and one-dimensional interpretations. This chapter identifies the genesis and grounding of lifelong learning in psychology and adult education, disciplines that establish the foundations for understanding learning. Classical and current learning theories are outlined, including behaviorism, cognitivism, and constructivism from psychology. Adult education learning theory contributes andragogy, self-directed learning, experiential learning, multiple intelligences, and transformative learning. How adults are taught depends on the meaning one gives to learning. How adults learn is outlined. This more comprehensive interpretation of learning contributes to a better understanding of lifelong learning as not only having an economic focus but an interest in enhancing communities and society.

Learning through participation: towards defining adult learning in an African rural village context

2018 ◽  
Vol 54 (4) ◽  
pp. 660-676
Author(s):  
Zamokwakho Hlela
Keyword(s):  
Adult Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Democratic Politics ◽  
Spiritual Values ◽  
Community Learning ◽  
Rural Village ◽  
Liberal Democratic ◽  
Culturally Informed ◽  
The Village

AbstractThis article analyses the studies of adult learning in Africa, where they exist, often draw uncritically on Western theoretical and methodological frameworks such as andragogy, experiential learning, and transformative learning. These frameworks are informed by individualistic conceptions of learners and learning, shaped by industrial and postindustrial political economy, liberal democratic politics and consumerist culture. Such structures are then imposed on African ‘territories’ of learning, much like a colonial template for carving up the continent, for and under Western eyes. This article, based on a study conducted in a rural village in South Africa, challenges the appropriateness of these frameworks. It adopts an Afrocentric research paradigm which understands research as a collective and collaborative humanizing project which is contextually sensitive and culturally informed. The article presents four community learning places, defines the nature of learning in each place, and concludes that learning in the village is still informed by values of interdependence, interconnectedness, and spiritual values.

scholarly journals ADULT LEARNING: TRENDS AND OPPORTUNITIES IN THE ORGANIZATION

2016 ◽  
Vol 4 ◽  
pp. 35 ◽  
Author(s):  
Janina Čižikienė ◽  
Audronė Urmanavičienė
Keyword(s):  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Market Research ◽  
Professional Training ◽  
New Technologies ◽  
Scientific Literature ◽  
Document Analysis ◽  
Continuous Learning ◽  
Highly Qualified

The European Union's education and lifelong learning policy stresses informal learning within the society. The article aims to review the concept of lifelong learning and to analyze opportunities for continuous learning process in organizations. New technologies, innovations in the workplace and professional training encourage employees to improve constantly and awareness of the importance of lifelong learning can help to secure their future in a changing labor market. Research methods applied were as following:  literature and document analysis, expert interviews, analysis of the results and interpretation. The article presents a review of scientific literature and research data reveals leaders’ approach to employees' willingness to raise their qualification constantly and the organization's opportunities. The survey showed that employers want to have a highly qualified staff meeting the requirements of the organization, but do not always have sufficient funds for professional development. 

scholarly journals Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

2021 ◽  
Vol 51 (7) ◽  
pp. 53-64
Author(s):  
Nóra Fazekas ◽  
Kata Beck-Bíró
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Research Directions ◽  
Organisation Development ◽  
Student Teacher Relationship ◽  
Research And Innovation ◽  
Learning Barriers ◽  
University Of Budapest ◽  
Common Vision

The research aimed to discover learning barriers that educators unconsciously raise in students of the organisation development master’s course at Corvinus University of Budapest within an experiential and transformative educational setting. The research follows the interpretive and critical traditions of organisation studies and applies the concept of responsible research and innovation (RRI) in its research design. This article aspires to present a case that can be used by management educators working with experiential pedagogical approaches in higher education. Research results displayed a lack of emotional security and a lack of common vision and understanding as the main obstacles to students’ transformative learning through the experiential learning process. Results suggest dialogical practice for building trust and understanding to eliminate alienation in student-teacher relationship and to improve learning quality. Finally, limitations and further research directions are discussed.

Examining Adult Learning Assumptions and Theories in Technology-Infused Communities and Professions

2013 ◽  
pp. 53-65 ◽  
Author(s):  
Judith Parker
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
New Technology ◽  
Historical Context ◽  
Future Application ◽  
New Paradigm ◽  
Education Practice ◽  
Adult Learning Principles ◽  
New Learning ◽  
Learning Principles

Adult learning in today’s society is primarily focused on the needs of adults as they function in their communities and professions. Adult learning principles and theories have been the foundation of adult education practice for over a century. However, a review of the historical context reveals that this new technology-infused learning landscape is dramatically different from its predecessor. This makes a reexamination of these ideas important for their future application. This chapter will reexamine the adult-learning principles of transformative learning, andragogy, and critical reflection in this technology-infused world and propose a new paradigm and corresponding practices for the new learning landscape in communities and professions.

If at First You Don’t Succeed, Become a Lifelong Learner

2013 ◽  
pp. 322-339
Author(s):  
Kathleen P. King ◽  
Christina M. Partin ◽  
Hidelisa C. Manibusan ◽  
Gillian M. Sadhi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learning ◽  
Lifelong Learning ◽  
Workforce Development ◽  
Economic Capital ◽  
Online Classes ◽  
Learning Skills ◽  
Lifelong Learner ◽  
New Perspective

In this chapter, the authors propose examining online learning in higher education as a mechanism for promoting lifelong learning skills, and thus, as a way to provide capital to students. With that in mind, they provide a theoretical foundation to demonstrate the need for workforce development as well as interdisciplinary perspectives on the skills and requisites necessary for successful lifelong learning, and how both are important to the central mission of higher education. This chapter explores the literature and major issues surrounding the importance and use of capital and lifelong learning skills, and how both can be gained through online learning. The authors argue that lifelong learning skills can be generated through transformative leaning experiences and that facilitating these experiences should be a goal of online learning in higher education in order to ensure that students have the skills necessary to gain social, cultural, and economic capital in order to remain relevant through their lives in a 21st century, learning society. In this chapter, the authors discuss several relevant examples of “Tools for Lifelong Learning” including specific examples to demonstrate how online classes can serve as a mechanism to generate capital for students in higher education settings. They provide a model and build upon theory across higher education, sociology, adult learning, and educational psychology to provide a new perspective of the importance of lifelong learning as well as best practices for achieving these goals.

Strengthening the Practice and Research Foundation of Andragogy Amidst Some Growing Controversy and Resistance to It

2021 ◽  
pp. 23-44
Keyword(s):  
Adult Learning ◽  
Process Model ◽  
Adult Learner ◽  
Adult Educators ◽  
Cronbach Alpha ◽  
Instructional Perspectives ◽  
Teacher Trust ◽  
Organizational Results ◽  
Instructional Perspectives Inventory

Zemke and Zemke believed 30 ideas/concepts/techniques related with adult learning/andragogy can help toward accomplishing the job as adult educators. Tenant analyzed Knowles' popular andragogical assumptions and processes, while Hartree, Jarvis, and the Davenports considered Knowles' andragogy overrated in its contribution. Not to be deterred, Knowles' published his book The Adult Learner (third edition) and Andragogy in Action, a compendium of 36 positive organizational results of andragogy. Brookfield called American andragogy an unproven theory. Taylor offered a very strong and articulate research-based process model for Knowles' andragogical implementation of four phases and four transitions into learning for self-direction in the classroom. Henschke developed an andragogical assessment inventory entitled: Modified Instructional Perspectives Inventory (MIPI), which is Cronbach Alpha validated three times for reliability, including seven factors of which ‘teacher trust of learners' is the strongest factor with 11 elements describing its dimensions. This chapter explores this.

Challenges, Issues, and Trends in Adult Education

2021 ◽  
pp. 48-75
Author(s):  
Jeng-Yang Wu
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Experiential Learning ◽  
Course Design ◽  
Learning Experiences ◽  
Learning Theories ◽  
Daily Lives ◽  
Adult Learning Theories

This chapter explores how adults think, learn, and apply knowledge in their daily lives to effectively design a curriculum, create activities, and integrate valuable technology into the course design. The chapter summarizes adult learning theories, including self-directed, transformative, and experiential learning, as well as the concept of andragogy. Instructors are provided with practical tools and methodologies which will help them to produce effective adult learning experiences.

Study Abroad in Graduate Adult Learning Curriculum

2016 ◽  
pp. 215-232
Author(s):  
Robin Rimmer Hurst
Keyword(s):  
Adult Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Program ◽  
Global Perspectives ◽  
Virginia Commonwealth University ◽  
Changing Demographics ◽  
Study Abroad Program

This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.

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