Педагогічні науки/6. Соціальна педагогіка

Бересток О.В.

Кобжев О. М.

Сумський національний аграрний університет, Україна

Before answering the question of interactions in adult learning it is necessary to distinguish the main techniques involved in it. According to the long-lasting research, fulfilled by the prominent scientists in the field of adult learning, it is possible to point out four key elements engaged in the educational process. These elements, which function as a system, are:

Learner.

Educator.

Subject matter.

Technique.

They are offered as interdependent options which can operate at the same level. It is important to keep in mind that these four elements are integral part of one chain which are dynamic , non-repeatable and unique at any given point in time. Being changeable, they can’t be constant and immovable.

Speaking about techniques, it has to be recognized that they have a defined lifecycle. One more essential thing for the educator is to have the opportunity to chose the most suitable techniques during the process of learning or investigation. In his book The Courage to Teach (1998), Parker J. Palmer stresses that a strong inner-sense of self-identity and integrity of an educator are extremely important. He also underlines that the learning experience must reflect the very soul of the individual. The author assumes that in our attempt to reform education we have forgotten that it will never be achieved by “rewriting curricula and revising texts if we fail to cherish —and challenge— the human heart that is the source of good teaching”. Palmer suggests our effectively using the techniques required for each point in time and space and possibility to manage both teaching and learning content. He proposes not to forget about the intellectual, emotional and spiritual aspects and their common implementation in the wholeness of reality. He writes that “bad teachers distance themselves from the subject they are teaching—and in the process, from their students. Good teachers join self and subject and students in the fabric of life… Good teachers possess a capacity for connectedness. They are able to weave a complex weave of connections, among themselves, their subjects and their students so that students can learn to weave a world for themselves.” (Palmer, 1998, P. 11).

Performing during the learning process and creating the conditions to help the students to learn, the teacher must take into consideration the following essential aspects: a clear sense of identity, a humble integrity, an educated heart, a spiritual quest, an authentic respect for the students, a welcome to the voices of truth, an aptitude for asking good questions and listening, a willingness to take the risk of inviting open dialogue.

The next important thing to be kept in mind is “ building bridges” between the adult learner and the educator. The first step to understand the student is to take the written information about him or her. Adult learners , as a rule, are very active participants of the process of learning, because they are highly motivated. They like to have their opinions consulted and “enjoy having their talents and experience made use of in the teaching situation” ( Mezei , 1991, p.10).

The influence of the adult learners in the selection of techniques should be discussed as two brief aspects. They are : the learning styles distinguished by the prominent theorists of the 20^th century and the characteristics of the adult learner given by M. Knowles. He reflects four key aspects which display certain characteristics that govern the learning process. They are the following:

Orientation to learning .

The role of experience ( adults “carry” a great inventory of experiences they can relate to).

Readiness to learn.

Changes in self-concept ( as the human being evolves into adulthood).

Several experts in the field of adult learning point out the special tendency to manage knowledge and reflect, act, theorize about it in different ways. They also recognize four learner types such as :

Converger : individuals within learning style proficient at finding practical uses for ideas and theories.

Accommodator: ability to learn for hands-on experience. Learn by doing.

Diverger : best at viewing concrete situations from many different points of view.

Assimilator: best at understanding a wide range of information and putting into concise logical form.

The content of the adult learning is defined historically at macro-social levels. The experts in this field have observed three major tendencies of the content in the formal and non-formal adult education:

Social Focus: emphasis on social justice, democracy, citizenship, ecology, equal opportunities and non-discrimination issues.

Professional development and training: emphasis on corporate development, automation and training techniques for the professional achievements in the global age.

Self-actualization and Spiritual Development: emphasis on spiritual development and holistic views of daily life, work and education.