Педагогічні науки/6. Соціальна педагогіка

Бересток О.В.

Кобжев О. М.

Сумський національний аграрний університет,Україна

Studying the emergent trends of adult learning

Three trends in the study of adult learning that have emerged during the 1990's, and that promise to make some influence into the twenty first century, concern engagement of adults in practical theorizing, the cross-cultural adult learning, and the steps in which adults learn within the systems of education (computer assisted instruction, open learning systems, distance education) that are connected with recent technological innovations.

Practical Theorizing

Practical theorizing is an idea most associated with the work of Usher (Usher and Bryant, 1989) who has concentrated on the ways in which educational practitioners - including adult educators - become critically aware of the informally theories developed to guide their practice. Practical theorizing has its origins in practitioners' prompts to grapple with the dilemmas, tensions and contradictions of their research. Actions educators take in these situations are often instinctual. On reflection, these apparently instinctive reactions can be understood to be embedded in assumptions, readings and interpretations that practitioners have evolved over time to make sense of their practice. Practitioners come to a more informed understanding of their informal patterns of reasoning by submerging these to critical review drawing on two important sources. First, they compare their emerging informal theories to those of their colleagues. Colleagues perform as reflectors in these groups; they can reflect back to the practitioner readings of person’s behavior that come as an unexpected surprise. As they describe their own reactions and experiences connected with typical crises, colleagues are able to help the individual worker re-frame, broaden and refine her own theories of practice. Second, practitioners also use formal theory as a mirror through which to view their own actions and the assumptions that inform these. As well as providing multiple perspectives on well- known situations, formal theory can help educators 'entitle' their practice by illuminating the general elements of what were thought of as idiosyncratic experiences. These two sources - colleagues' experiences and formal theory - intersect unremittingly in a dialectical interplay of particular and universal perspectives.

Cross Cultural Adult Learning

Two important steps for practice have been suggested by early research into cross cultural adult learning. First, adult education scientists from the dominant American, European and northern cultures will need to examine some of their assumptions, inclinations and preferences about 'natural' adult learning and adult teaching styles (Brookfield, 1986). People from the mountains of Laos who are used to working cooperatively and to looking to their educators for further guidance and direction, ways of working that underline self-directedness and that place the location of control with the individual student will be experienced, initially at least, as dissonant and anxiety-producing (Podeschi, 1990). However, their liking for data that focus on personal particular experience fits well with the practices of adult education that emphasize experiential approaches. Second, 'teaching their own' is a common theme surfaced in case studies of multicultural learning. When adults are taught by educators originated from their own ethnic communities they have the tendency to feel more comfortable and to cope better. Ethnocentric theories and assumptions regarding adult learning styles undercount the necessity for mainstream adult educators to research their own practice with native and aboriginal peoples. This requirement will need a critically responsive stance as for their practice (Brookfield, 1990) and a readiness to examine some of their most strongly held, paradigmatic assumptions (Brookfield, 1987).

Distance Learning

In contrast to its earlier equation with the importance of limiting correspondence study formats, distance education is now considered to be an important setting within which a great number of significant adult learning occurs (Gibson, 1992). Multi-media experimentations, weekend college formats and the educational opportunities unleashed by satellite broadcasting have combined to provide learning possibilities for millions of adult learners all over the world. That adult educational themes of critical reflection, empowerment, collaboration and experience can inform distance learning activities is evident from case studies of practice that are emerging. Modra (1992) suggests an unusual account of how she drew on the work of radical adult educators such as Freire, Shor and Lovett to use learning journals to encourage adults' critical reflection in an Australian distance education course. Smith and Castle (1992) suggest the usage of "experiential learning technology, facilitated from a distance, as a method of developing critical thinking skills.

Further Research

Ten important issues need to be addressed if research on adult learning is to have been greatly influenced by how the education and training of adults are conducted. First, the interaction of emotion and cognition in adult learning needs much greater attention. Second, many more cross-cultural perspectives are needed to break the Eurocentric and North American dominance in research in adult learning and to understand inter-cultural differences in industrialized societies. Third, the predominant focus in studies of adult learning on instrumental skill development needs widening to encompass work on spiritual and significant personal learning and to understand the interconnections between these domains. Fourth, the growing recognition accorded to qualitative studies of adult learning should be solidified. Fifth, the links between adult learning and learning at other stages in the lifespan need much more attention. Sixth, much greater definitional clarity is needed when the term 'learning' is discussed , particularly whether it is being used as a noun or verb and whether it is referring to behavioral change or cognitive development (Brookfield, 1986). Seventh, adult learning needs to be understood much more as a socially embedded and socially constructed phenomenon (Jarvis, 1987). Eighth, the role played by gender in learning is as poorly understood in adulthood as it is at other stages in the lifespan. Ninth, a way should be found to grant greater credibility to adults' renderings of the experience of learning from the 'inside'. Tenth, research on adult learning needs to be integrated much more strongly with research on adult development and adult cognition.