Бересток О. В.

Кобжев О. М.

Сумський національний аграрний університет.

Adult Learning in the System of Unremitting Education

Having investigated the variety of issues in the field of adult education, it was concluded that adult learning is the relatively neglected area of research. It is important to characterize briefly the object of the investigation. First comes the short characteristics of the adult learners. On a global scale, adult learners are those, who have passed adolescence, including professional and graduate school students, plus those who are early in their careers and the elderly. Investigators have tried to identify attributes that are unique to adult learners, and also some have questioned the results of this effort, others believe that such adult learner characteristics do exist.

Four such characteristics are:

1) prior knowledge and experience;

2) self-directed learners;

3) critical reflection;

4) experiential learners.

Speaking about the principles of adult learning, it is worth pointing out that most adult educators have at least a degree, but a majority of them have never had any classes or training in adult education. Much attention should be given to the principles of adult learning, because they are intended to give new teachers a foundation about adult learning theory.

The concepts of transformational, self-directed and participatory learning must be mentioned. The research in this field focuses on the works of such adult education theorists as Malcolm Knowles, Jack Mezirow and Stephen Brookfield.

Another important topic is the a Model of Strategic Learning, a framework that was developed by Weinstein ( 1994). The goal of the model is to help adult educators to obtain the skills which will help pre-prepared learners to maximize their learning experiences and understand the importance of becoming lifelong learners. The concepts of skill will and self-regulation are discussed. It should be stressed that adult learning theories are based on the belief that adults have had different experiences than children and adolescents and that these differences are relevant to creating ideal learning environments for adults. But while age is certainly a factor, that can affect learning, motivation, prior knowledge, the learning context and the influence of situational and social conditions are others.

It is necessary to compare the basic points of pedagogy and andragogy.

Andragogy, initially defined as “the art and science of helping adults lean”, has taken on a broader meaning since Knowles’ first edition. The term currently defines an alternative to pedagogy and refers to learner-focused education for people of all ages.

Moreover, most principles of learning derived from studies of children and adolescents also can be applied to adults. And many research findings from cognitive psychology and social learning studies done with adolescents are undoubtedly relevant to the creation of learning experiences for adults. Still, the work of adult learning theorists, notably Malcolm Knowles, K.P.Cross and Carl Rogers, makes a convincing case that those who design adult learning environments should consider both general principles of learning that apply to learners of any age and those factors said to be unique or especially applicable to adult learners.

As it was previosly mentioned, andragogy is based on four crucial assumptions about the characteristics of adult learners that are different from the assumptions about children learners. The investigation provides an overview of Knowles’ theory of andragogy which is explained as an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.

To appeal morally-cognitively to adult inmates in at least a somewhat democratic context and in study of their membership in the human community, is to entail the principles of andragogy ( the learning of adults, as opposed to pedagogy, the teaching of children), as elaborated by Malcolm Knowles ( Knowles,1970, 1973, 1975, 1986). Among the methods of andragogy, “contracting “ and “peer tutors” are especially effective with inmates ( Knowles,1970, 1973, 1975, 1986). Perhaps more than in any other professional educational guid, prison educators, whose students are very adult, have taken Knowles’s instruction on adult learning to heart.

The major concern is the distinguishing of some general perspectives on learning that apply to both adolescents and adults, describing certain factors that apply to adult learners in particular, and exploring factors that motivate adult learners. Speaking about adult motivation factors, one should point out, that various factors may motivate adult learners. Personal advancement, self-esteem, professional development and pleasure are adult motivators. Well-designed materials that consider these motivating factors are likely to be popular. But social factors, such as making new friends, establishing new relationships and improving one’s ability to serve society, also can be strong motivators. Learning for the sake of learning and developing a sense of self-efficiency are other motivators for many adults. A search for stimulation and relief from existing routines of home or work may motivate some learners.

Although dozens of theories that purport to do the instruction to some degree have been proposed, when classified according to an underlying psychology, most appear to be grounded in either a behaviorist , cognitive or social development perspective:

· Curriculum development and lesson planning (general);

· Observe and work with the experienced teacher \ mentor;

· Professional development options;

· Theory of how adults learn;

· Overview of adult education- funding streams, policies and procedures, program collaborations, current trends;

· Information on teaching special populations ( English as a Second Language, culturally different, learning disabled);

· Strategies to foster interaction with other teachers and service providers.

The worth of learning theory rests in its capacity to represent the learning process and to give direction to research that, through its findings, can guide the design of instruction.

Відомості про авторів.

Бересток Ольга Володимирівна,

старший викладач кафедри іноземних мов Сумського національного аграрного університету

Адреса: 40035 м. Суми , в. Черепіна, 46 «Б», кв.39

Кобжев Олександр Миколайович,

кандидат філологічних наук , доцент, завідувач кафедри іноземних мов Сумського національного аграрного університету

Адреса: 40011 м. Суми , в. Петропавловська, 127, кв.54

т. 622757