Approaches to Adult Learning

speak toes to prominent tuitionAnnotated OverviewThe focus of this writing exit be on the themes of the delegate chapter readings for hebdomad 6. These chapter reading from Learning in badhood A comprehensive examination Guide was in the pursuit chapters 8, 9, and 10. This paper lead also take additional scholarship resources (media video and instructors notes) and will come to the foreline points of sakis get toed from their wake and reading.Week 5 Annotated Chapter AssignmentThis hebdomads study involved our reading of three chapters, viewing two media videos and article reading. This paper will touch on the points of interest that resonated with me in my reading as well as thoughts that I explored from the adjunct erudition resources (media video and instructors notes). The paper will conclude with a epitome/ discussion of what was gained through this nurture experience and discuss ways this study earth-closet be implemented.Understanding and Facilitating Adul t Learning A universal ApproachChapter 8 ThemeThe overall theme of this chapter highlighted an integrated start extinct to scholarship which shows the synergistic connection and combination of the mind, body, and spirit in acquirement called embodied acquisition. It also discussed the signifi postce of knowledge through storytelling and heightened learnedness outcomes of chronicle t all(prenominal)ing. This section will address the points of interests that inspired to onto gain study.Narrative LearningThere be occurrences that happen in our life which atomic number 18 unique. some(prenominal) are uniquely dull and some can be uniquely exciting. However, the case each has a unique storyline that when told can athletic supporter others to better understand and know something of the storytellers serviceman that may lead to a significant discovery in their own. The generator points out that Narrative designed are not so much driven to find out more round the tangibl e outcomes of an event its facts, logic and such, than they are about discovering meaning, and gaining understanding of the self similar(prenominal) event (Merriam, Baumgartner, Caffarella, 2007).Narrative Learning Formats. The writer pointed out that that narratives as a conduit for learning comes in three distinct operateats which are storying the curriculum, storytelling, and autobiography (Merriam et al., 2007). Overall as Foote points out the stories told through narrative learning be it a story with connotations that are based on culture, tradition, favorable or spiritual implications each has been in its unique way the message of companionship impartation since time began (Foote, 2015). Educationally, storytelling provides the presenter with a force-outful mean of helping the student to make salient connections which improves the learning experience.Narrative Learning, Adult Development, Transformational Learning. I appreciated what the writer stated concerning lif e narratives being a retrospective activity that is continually in the crop of revealing itself unfolding. For when unrivaled views life from a narrative persuasion the result leads to empowerment. This happens beca using up its not what happens to some(prenominal) bingle that matters it how the event it translated that matters (Merriam et al., 2007). My thoughts are, re-storying based that is devoid of the positives make even in the most negative of situations seriously retards wholenesss transformative development. Nemec says that in stating that a transformation which shifts champion perspective is not always easy because on that point is a cause for disequilibrium in ones life. However, if one chooses to, one can regain a new balance in life from what is learned through that life experience by changings ones perspective of the issue at hand (Nemec, 2012).Chapter 9 ThemeThe theme of this chapter encourages one to take on the perspective of learning and well-read by em ploy lenses of no- westwarders. In this way one is better suited to understand the kinetics of the meaning of ones learning and knowing is based solely by the beholder and not on ones location. This section will address the points of interests concerning which I found to be enlighteningThe Western/Non-Western Dichotomy, Culture, and Indigenous Knowledge correspond to the writer in order to fully appreciate the differences in occidental and nonwestern learning and knowledge one must take in deliberation the following perceptions Western versus non-Western, culture and indigenous knowledge (Merriam et al., 2007).Western/Non-Western Dichotomy. According to Merriam, some non-westerners do not accept the false narrative typically held by some in the west concerning the promotion of the assumption that westerners learning and knowledge is superior to all others (Merriam et al., 2007). The cited writer points out that what is thought of as western knowledge is often traced to classical Greek culture (Paul Pedersen, 1980).Culture. Merriam points that culture can be defined as a representational manifestation of the share behavior and meaning held by a same assort of concourse (Merriam et al., 2007). Cultures from East Asians are known for their renowned ability to pay charge on a spheric and local anaesthetic level. In comparison to their western counterparts, the west is no match. A plausible reason for that is in how each culture implicitly obtains diverse knowledge and process the info. (Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu, 2013).Indigenous Knowledge. pagan knowledge and learning is that which is shared within a group. Analogous to that exposition is indigenous knowledge but on a larger scale. This is knowledge that is known as local knowledge that is generated and shared, by a group of people, over a period but within a circumstantial geographic and historic region. This is knowledge is community-based and supported knowledge that deals directly with local issues within the region for the betterment of the community(Merriam et al., 2007).Chapter 10 ThemeThe theme of this chapter looks at learning from the context of learning taking place on a more global perspective within club. The chapter looked at the working of power and various other learning themes. This section will touch on aspects that I found interesting.Critical Theory and Adult LearningAccording to Merriam, when one compares andragogy and transformational learning, are unaware of the potential that lies within the potentially of slender theory potential. The vastness of topic of this theory surrounding adult learning, lends itself to further examination of the concepts that impact adult education. I found the following to be interesting reads pensive discourse and the seven learning tasks involved with scathing theory.Ideal Conditions for Reflective Discourse. Merriam cites Habermas stating that as a form a form of knowledge Habermass ideal co nditions for reflective discourse, closely resembles it. The forms of knowledge being technical, matter-of-fact and emancipatory knowledge(Merriam et al., 2007).Merriam goes on to state that according to Mezirow, when two are in discussion if there is no doubting the authenticity of what is being shared or the truthfulness of the speaker, or how appropriate the information is in light of pertinent norms, one is prone to seek the best judgment of one that is judged to be informed, objective, and rational (Merriam et al., 2007)Critical Thinking. Merriam states that because lifeworld and the system interconnect it would behoove one to critically focus ones attention on the concerted workings of the two. Merriam goes on to reiterate Collins (1995) stating that, The juxtaposition of lifeworld and system concepts is clearly significant in enable us to think deeply and realistically about the systemic blockages to the motion of a more fully democratized society (Merriam et al., 2007).B ohman and Rehg (2014) point out that Habermass criteria there are four conditions when applied to interactions of discourse between adults that are at exploit that would result in authentic discussion. They go on to state that crux of the matter of Habermass Theory of Discourse is expression of valid facts and information that is based stringently on the merits of a disinterested pursuit of truth (Bohman Rehg, 2014). This holds true in an any interchange involving rational adults who are sharing truth from a level personal knowledge and understanding while at the same time seeking mutuality of understanding and knowledge.Integrating the main themesThe chapter readings for week sextette gave me a better sense of self-involvement in learning. Whereas the tone of week five reading was on the role of facilitation in the learning process the implications in the statement of one being personally involved in learning was spoken loud and clear throughout week six chapters. In reflecting on the theories and principles of transformative learning I can say that one of the enlightenments that I take away is through the means that transformative learning, ones internal and international awareness is enhanced within that transformative learning experience. What I mean by that is, I learned that learning is more than just sitting in a room assimilating data. Cohen points out, that when one embodies the learning the learning experience, there is an opportunity piddled where any portion of the information being received can connect with meaning that initiates ones conscious awareness that brings about a reflective moment which ushers in a revelation of ones higher self. Transparently speaking, this reading brought up some thoughts that I had not anteriorly considered. Consequently, these three eye-opening chapters request a deeper review and reflection on my part, if for nothing else than for the sake of step-up through perspective changing and social enlightenment, w hich is the message I felt up the writer was conveying within these three chapters.Incorporating Media and Instructor NotesThe video, sassy Approach to Learning was an expose on the creator of Khan Academy. He is a former Hedge Fund analysis who started a free on line e-learning you tube website. This is a unique approach to sharing information with others that assister the self-directed learner supporting their ongoing learning settings. The presenter points out that his approach is simple and effective and attracts the attention of youth and adult learners nigh the world. The benefit of this approach to learning is that the learner can engage sterilise access for a variety of learning event while learning at their pace. Mr. Khan points out that according to research information the aloofness of the content is at the right amount that facilities learning. The presenter also brought in a referenceee who expressed how this type of learning is a valuable addition to locations a round the world that may not have access to any formal or informal means of education (Vantage Siam Co., 2011).The video, Gen Y New Approaches to Learning Training was interview centered on Generation Y and their approach to learning. The interviewee pointed out the demographic range of this new type of learner and the desires of the Gen Y group of learners to be taught in accordance to the technological society we live in. They want to be free in their ability to use the knowledge with the technology they have grown up with as compared to antecedent generations who did not have similar types of access. Both the interviewer and interviewee agreed that the responsibility of the teacher is to move away from former manners to incorporate this new desire for learning by making it easy for student involvement and encourages participation. This move will not only affect the present generation but it will prepare them for the upcoming one Gen Z.(Award1956s channel, 2010).The video, Ko ren Alberich on New Approaches to Learning was interview on three examples of learning using alternate reality games and realistic worlds. The interviewee explained how the games and worlds can be made to adapt to any environment and setting. individually can be structured to simulate desired learning outcomes. two salient outcomes of these new approaches are 1) the scalability. The environments and settings can meet any coat of learning audience, 2) as for the use of virtual worlds they can be create real-time global location via internet that can bring global locations into one location (Clarey, 2011)ConclusionThe overall thought of this weeks lesson has been an approach to learning that has helped me in synthesizing my life to what has been presented within these three chapters, as well to the previous lessons. Subjects like the principles of embodied learning with its lesson on spiritual and narrative learning are very insightful. I am a Pastor of a small congregation and I teach using the preaching method of expository preaching. After reading about narrative learning I have added storytelling as an element of preaching to help the listener gain a richer understanding of the content of my message. This is one example of how I have applied what I am learning. I believe that knowing and not applying what one knows means that knowledge remains as theoretical information. However, when that same knowledge is put into action then it takes on another essence, by becoming reality in the life of the one that has applied it. As I further reflect on what take away from the chapter transaction with Learning and knowing I now look at with I know and have learned through new lenses. Taking others perspectives, particularly other cultures, will be hard to do. That is if one is not free to, at the least, empathetically look at life from someone elses perspective. I agree with the chapter writer concerning our western egotism when it comes to learning that inders u s in that aspect. Our pride should not be the thing that keeps us from learning and knowing from other cultures. The truth is, in many cases other cultures have sincerely learned and know more than our does. Any barrier to intellectual egress must be overcome if we as a whole world round if we are to grow together. And as barriers, such as heathenish pride and others come down that gives way to areas of growth in realms such as meaningful dialog brought about by the ethos of critical theory, as well as acceptance of ideals founded in postmodern and feminist perspectives. When approached with a mindset of open-mindedness, these theories and concepts are enlightening and the means of growth. Light makes things grow. Needless to say, I feel I have grown to have a deeper grip for what I have experienced thus far and look frontward to what more is to come.ReferencesAward1956s channel (Producer), Award1956s channel (Director). (2010, December 8,). Gen Y new approaches to learning training. Video/DVD Retrieved from https//www.youtube.com/watch?v=o-SXIdXMqeABohman, J., Rehg, W. (2014). Jrgen habermas. Retrieved from https//plato.stanford.edu/entries/habermas/HabDisTheClarey, J. (Producer), Clarey, J. (Director). (2011, April 22,). Koreen olbrish on new approaches to learning. Video/DVDFoote, L. S. (2015). Re-storying life as a means of critical reflection The power of narrative learning. Christian Higher Education, 14(3), 116-126. doi10.1080/15363759.2015.1028580Merriam, S. B., Baumgartner, L., Caffarella, R. S. (2007). Learning in adulthood (3. ed. ed.). San Francisco, CA Jossey-Bass.Nemec, P. B. (2012). Transformative learning. psychiatric Rehabilitation Journal, 35(6), 478-479. doi10.1037/h0094585Paul, Pedersen. (1980). The ethnical boundaries of education and non-eastern alternatives.1 Retrieved from http//journals.sagepub.com/doi/abs/10.1177/014303438000100507Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu. (2013). Who learns more? cultural di fferences in implicit sequence learning. PLoS One, 8(8) doi10.1371/journal.pone.0071625Vantage Siam Co., L. (Producer), Vantage Siam Co., L. (Director). (2011, 15 July). New approaches to learning. Video/DVD