ADULT LEARNING THEORIES

1. ADULT LEARNING THEORIES CRYSTAL BLUE FEBRUARY 25, 2004

2. ADULT LEARNING THEORIES

3. ADULT LEARNING THEORIES HUMANISM The Humanist Learning Theory is also viewed as phenomenology and it emphasizes the total person. Humanism is the study of immediate experiences as one’s reality and is influenced by, and perhaps even based on, an existentialist philosophy.

4. HUMANIST THEORY This theory considers learning from the perspective of the humans unlimited potential for growth, human beings can control their own destiny; people are inherently good and will strive for a better world; people are free to act, and behavior is the consequence of human choice. (Rogers, 1983;Maslow, 1970). • The humanist theory according to Rogers has the following characteristics: • Personal involvement. • Self-initiated. • Pervasive. • Evaluated by the learner. • Essence is meaning. Humanistic theory has the potential for designing a true learning Society, since there is a natural tendency for people to learn and that Learning will flourish of nourishing, encouraging environments are provided. (Cross, 1981).

5. ADULT LEARNING THEORIES BEHAVIORISM The behavior approach includes increased dependence on standardized measures of achievement, offering rewards for learning as a way of shaping student behavior and are very much alive in especially education classes and in most forms of remedial programs.

6. BEHAVIORISM THEORY • Behaviorism is well-known orientation of learning that encompasses • A number of individual theories. This theory was developed by John B. • Watson in the twentieth century. There are three basic assumptions to this • theory: • Observable behavior rather then internal thought process is the focus. • Learning is manifested by a change in behavior. • The environment shapes behavior; what one learns is determined by • the environment, not by the individual learner. • The principles of contiguity and reinforcement are central to explaining • The learning process. (Grippin & Peters, 1984)

7. ADULT LEARNING THEORIES COGNITIVISM Perception, insight, and meaning are key contributions to Cognitivism. According to cognitivists, “ The human mind is not simply a Passive exchange terminal system where the stimuli arrives and the Appropriate response leaves. Rather, the thinking person interprets Sensations and gives meaning to the events that impinge upon his Consciousness”. (Grippen & Peters, 1984).

8. COGNITIVISM THEORY • The cognitive theory is directed towards miniature models of • Specific facets of cognition such as: • Models of discourse analysis. • Models of comprehension. • Ways of aiding understanding and meaningful learning. • The nature of the schemata. • The memory system. • The development of cognitive skills. (Di Vista, 1987). • The cognitive theory encompass a wide range of topics with • The common focus on internal mental process that the learner’s control.

9. ADULT LEARNING THEORIES CONSTRUCTIVISM

10. CONSTRUCTIVISM THEORY Constructivism theory maintains that learning is a process of Constructive meaning ; it is how people make sense of this experience. The constructivist view of learning is particularly compatible with the notion of self-direction, since it emphasizes the combined characteristics of active inquiry, independence, and individuality in a leaning tasks. (Candy, 1991).

11. ADULT LEARNING THEORIES SOCIALISM

12. SOCIALISM THEORY • As in the behaviorism perspective, reinforcement and shaping of • responses are important factors in social learning because the learner actively • adds something to the process. This is sometimes hypothesized to be the • existence of a mediating response. (Glover & Burning, 1990). • The social learning theory suggest that people learn from observing • Others. Observational learning is influenced by four processes: • Attention. • Retention or memory. • Behavior rehearsal • Motivation.

13. REFERENCES Candy, P.C. (1991). Self-Direction for Life Long Learning. San Francisco: Jossey-Bass. Di Vesta, F.J. (1987). Cognitive Movement and Education. In J. Glover And R. Ronning (eds.), Historical Foundation of Education, New York: Plenium. Glover, J.A.and Bruning, R.H. (1990). Education Psychology: Principles And Applications (3rd ed.) Glenview, Foresman & Co. Grippen, P. and Peters, S. (1984) Learning Theory and Learning Out comes. Lanham, MD: University Press of America. Maslow, A.H. (1970 Motivation and Personality. (2nd ed.) New York: Harper & Row. Rogers, C.R. (1983). Freedom to Learn for the 80’s. Columbus, Ohio.