Rationale and Relevance - The Challenges of Adult studying

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Does the teaching of adult learners require different assumptions and techniques than the teaching of children and pre-adult adolescents?

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For centuries, the request was rarely considered, as what could be called the "pedagogical" model of instruction was universally applied. Pedagogy is what we now call teacher-centered learning. The trainer is the expert who by virtue of his or her classic knowledge and feel over the trainee determines not only the content of what is to be taught, but how it is taught as well. Teaching methodology is largely a one-way change of studying from expert to novice, most often in the form of lectures and reading assignments.

In the 1960's American educator, Malcolm Knowles popularized a new advent called andragogy, which he described in one of his later books, The contemporary practice of Adult Education, as the art and science of teaching adults. Since then, the term is used to divulge learner-centered instruction at all ages.

The passage from childhood to adulthood is marked by addition degrees of independence and responsibility for decision making about one's own life. Knowles believed adults would learn great were they more involved in the decisions about their own learning.

Knowles based his model on six assumptions:

Adults have a "need to know." They must have a rationale for why they need to learn a body of content. Adults come to the educational setting with more relevant experience. Adults have a need to be involved in the decisions about their own learning. Adults learn best when they see a direct relevance of the studying to their own lives. Adults are great at studying content that is oriented towards solving problems. Adults sass great to intrinsic motivation rather than extrinsic motivation.

Today there is a growing confidence that many of these assumptions apply equally to the instruction of children. If you search the Internet for facts on andragogy and the whole idea of adult education, you will find some who believe Knowles himself later came to believe the same system should be applied to childhood instruction in inevitable situations.

For professionals involved in the instruction of adults in post-graduate and market settings, one could argue the most involving of these system are rationale and relevance.

Rationale

There are as a matter of fact three issues here: what is to be learned; how it will be learned; and why it is important. Spelling out the what and the how is not that difficult, but the why presents the challenge. An adult who has decided to pursue a Masters in enterprise administration with a major in International enterprise finds himself or herself in an accounting class. Why?

The value in insight this principle of adult instruction is recognizing the need to address the question, rather than assuming the trainee has no need to know. Under a pedagogical model, there may be valid reasons for studying something, but the trainer sees no guess to share them with the students.

Relevance

If adults have an immediate need to know something, they are more motivated to learn it. If you are teaching a class on estimate techniques to a group of managers who are about to begin the process of appraising employees for the first time, they will be more motivated to learn. There is no denying the power of the principle of immediacy. However, being aware of the principle of relevance enables an trainer to focus on time to come applications rather than strictly immediate needs.

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