Adult Lifelong Learning - Essay Example

Adult Lifelong Learning Exercise 1: 1. How can the above development stages influence individual’s choice of education? These stages play a very important role at defining how individual’s choice of education is manifested. This can be true in the case of pre-adulthood, early adulthood, middle adulthood and late adulthood stages. He would seek education which is as close to his age and the kind of development that he is looking forward to bringing within his folds. The individual’s choice of education is always his own and should be left as such. The development stages speak highly of the ways and means through which he will attain significance within his own line of work and respective field. 2. How can the above stages serve adult educators? These stages can serve the adult educators by finding out the vital link between their development and how useful it will be for them in the long range scheme of things. It will tell them exactly how their nuances would be handled and what needs to be discerned as far as the future domains are concerned. The adult educators have a good enough idea as to how their success graph would be measured and what they need to learn over a period of time. It will them exactly where they are lacking and what they need to adopt with the passage of time. 3. If you were to take a course, in which stage from above would you be? How would it influence your choice? If I was allowed to choose a course from the different development stages, I will go for early adulthood as this is the age that I am looking forward to having currently. It will tell me exactly how the transition within my life will come about and what I must adopt in order to move forward with the different undertakings of my own life. Exercise 2: Based on the following document, titled Focus on Basics, define Informational vs. Transformational Teaching. In your journal, comment on which one applies to your own teaching philosophy and why? Informational teaching is comprised of providing information towards the educators’ domains whereby he reads the instructions beforehand and then goes about implementing the same. The aspect of transformational teaching is a bit different where the transformation takes place on a natural level. There is the acquisition of skill with proper knowledge not being present; however the knowledge and information are gained with the passage of time through actual learning regimes that are employed. Informational teaching makes use of the proper guidelines which are already in place and that need to be studied out loud in order to reap success for the educators. The transformational teaching is much different from informational one because in the transformational teaching what is taught is indeed something distinctive and has a very physical basis attached with it. As far as my personality is concerned, I am more inclined towards teaching which is informational because proper guidelines are something that suits my domains well. These teach me the basics as far as understanding the nuances of work are concerned. The teaching philosophy that comes close to my domains is indeed the informational one because it highlights the strengths that lie within my folds and gives me an idea as to how similar undertakings will be properly followed by me. I would also gain transformational teaching realms but these can wait for a certain period of time before I make them a part of my own professional regimes. Therefore I will choose informational teaching more than the other one at this stage. Exercise 3: In your journal, write three ways that might help you, as an adult educator, bring out such knowledge. As an adult educator, the three ways that may assist me in bringing out such knowledge would be through better understanding the educational domains as to whether these are divided into pre-adulthood, early adulthood, middle adulthood or late adulthood. If this is held true, I shall reign supreme within my quarters of being an adult educator. The second aspect deals with the knowledge that my learners have within them. It will tell me exactly what kind of education they need to be instilled so that success could be seen as a possible and viable entity. It shall take care of the negatives that will eventually come about with the imparting of adult education. If these norms are known beforehand, success will be a part and parcel of the entire process in essence. I will have a clear cut vision as to how I have to deal with my learners who seek to find out something new every now and then (Bork, 2001). It will be the basis of their success as much as mine if seen within the correct settings. The last aspect that can be seen here is of understanding the environment that surrounds the educational domains. If this environment is understood properly, the problems would come down drastically as far as imparting the educational quarters are related. It would help the learners immensely in their quest to learn something new and totally different in entirety. What matters most is how well the educational quarters are being managed and then go about imparting the same to the learners. Exercise 4: In your journal, write why the above examples do not hold true. The above examples seem inappropriate because education does not depend on demographics alone. It really does not matter where a person is aged or hails from a particular gender. What essentially matters is how well he has merged education with his mentality and what he wants to achieve in the long run scheme of things. This is important because it tells him exactly what he seeks to acquire and how to go about doing the same. Gender, age and language discussions are significant within this context because education has to be instilled within the people irrespective of their physical features and aspects. However, one must remember that all these aspects mean little significance when the talk goes out loud regarding the imparting of education towards the learners. Some of the examples listed above do not hold true because they have little or no use within the world of learning and education. Hence it would be safe to state that demographics mean less within such settings and more when the emphasis is on getting the job done more than anything else. The job here is to educate the masses rather than anything else. Therefore the journal has pinpointed its details upon the educational ideology of the people and how they are bringing in knowledge within their respective settings for their own good all said and done. Works Cited Bork, Alfred. Adult Education, Lifelong Learning, and the Future. Campus-wide Information Systems, 18(5), 2001 Read More