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Essay / Research Paper Abstract
In this 5 page paper, the writer describes their own personal philosophy of adult education, which is a combination of three of the five primary philosophical orientations in the field. Each of the three are described. The writer then goes on to discuss Knowles' comments on andragogy as compared to pedagogy. Finally, a mission statement for the adult educator is provided with a conclusion that describes an overriding principle of adult education. 1 Table included. Bibliography lists 8 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGadedph.rtf
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go in that particular direction but there is a more practical meaning of the concept (1999, p. 2). Ones philosophy of anything has to do with ones beliefs, those that
are expressed as well as those that are not publicly expressed (Boulmetis, 1999). Tisdell and Taylor (1999) offer a grid or rubric of prevailing philosophies regarding adult education. I
personally straddle at least three of these different orientations, the most prominent are: 1. The humanist frame view founded basically on Malcolm Knowles work wherein the emphasis is placed
on the needs of the individual learner but this orientation does not incorporate the relational aspects of learning (Tisdell and Taylor, 1999, p. 6). 2. The critical/humanist orientation, which is
founded mostly on the works of Jack Mezirow wherein there is also a goal of helping the adult learner become an autonomous, critical and socially responsible thinker through an emphasis
on rationality and attention is given to individual personalities and how different personalities can learn to cooperate with each other (Tisdell and Taylor, 1999, p. 6). 3. The feminist-humanist orientation,
a relationally-driven philosophy based primarily on the work of Belenky and colleagues (Tisdell and Taylor, 1999, p. 6). This orientation focuses on the significance and importance of relationship and affectivity
as learners construct new knowledge (Tisdell and Taylor, 1999, p. 6). This brief description of three orientations inherently explain the roles of the teacher and the student. In short, the
instructor is a helper, a facilitator, a guide, one who is empathic and who attends to what is important to the learner, one who recognizes different personalities and the environment
in which they live and function and who creates a learning environment in which the diversity of personalities found in students can find motivation and excitement in learning. The student
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