Download - Class 2 Adlt 601 Fall 09
The Adult The Adult LearnerLearner
Class Session 2 – August Class Session 2 – August 27, 200927, 2009
Cyril Houle’s Cyril Houle’s The Inquiring MindThe Inquiring Mind
• Examined 22 cases of men and women who engaged in continuing learning
• Wanted to find out– Why?– How they perceived themselves?– How they were perceived by others?
CommonalitiesCommonalities
DifferencesDifferences
• Varied in major purpose or values of continuing education
Goal Oriented
ActivityOriented
Learning Oriented
Goal Oriented
• Education was a means of accomplishing clear-cut objectives– Learning in episodes
– Always purpose-driven
– Not restricted to one institution or one method
– Expressed desire to “keep minds active”
– Reading focused on well-defined interests
• Found meaning in learning activity unrelated to content or stated purpose
– Course-takers in search of social contact
– Socially acceptable place for meeting others/making friends
– Most not big readers
– Some escaping from personal problems or unhappy relationships
ActivityOriented
• Seek knowledge for its own sake as a constant activity
– Preoccupied with lifelong learning - “driven”
– An “itch” to learn
– Avid readers since childhood
– Each educational experience has a goal, but the total pattern is one of continuous participation
Learning Oriented
Others’ PerceptionsOthers’ Perceptions
The Changing Context for The Changing Context for LearningLearning
The The Changing Changing
Context for Context for LearningLearning
Informal and Incidental Learning Informal and Incidental Learning from Experiencefrom Experience
Formal LearningFormal Learning– Institutionalized learning within the educational system
Nonformal LearningNonformal Learning– Organized learning activities outside of the formal educational
system
Informal Learning Informal Learning – Spontaneous, unstructured learning that occurs in everyday
activity – Can be planned or unplanned, but usually conscious
awareness that learning is taking place
Incidental LearningIncidental Learning– A by-product of some other activity; usually unintentional,
unexamined, and embedded in closely held belief systems
Marsick and Watkins’ definitions, 1990, 1992Marsick and Watkins’ definitions, 1990, 1992
Incidental LearningIncidental Learning
The Fields of Lifelong Learning The Fields of Lifelong Learning (Reischmann, 1986)(Reischmann, 1986)
Adult Learning
Intentional: Adult Education
Not intended: “En Passant”
Outside directed:schooling
Self-directed:learning project
Planned, but learning not main reason Within life
routines
Unplanned, just “happens”
Action and Reflection in LearningAction and Reflection in Learning
Presence of Reflection
Presence of Action
Absence of Action
Absence of Reflection