Adult Learning and Vocational Education - Example

Application of an Ethical Perspective Abstract: Today we see a majority of the participants are inexperienced and uneducated so they must combine and engage in adult education in order to acquire a professional qualification and skills in their professional fields. Involving them in adult education will not only build their personality but also it will bring a drastic change their way of life. Since the main intension is to educate the people who are uneducated so the staff and planers of such educational institutes must be fully equipped with all the learning trends and theories that include the cognitive, psychodynamic and social-societal dimensions of learning. (Brookfield, 1986, pg 20) Adult learning concept is frequently addressed to adult educators were likely to be separate domain which have slight association with childhood learning or adolescence learning. This paper will scrutinize decisively this allege by exploring few major research areas. These are two targeted areas like critical reflection and, Independent learning which will be discuss, all the problems, suggestions relevant to these areas will be discuss in brief. Practical learning and learning to learn are the other two major areas, they are being used more frequently today, all the properties and significance of these areas will also be discussed in details. Each of these has been projected as representing unique and special adult learning processes. (Brookfield, 1991, pg 39-48) This paper aims to define a contemporary policy initiative, ethical theory and the entire related trend in adult and vocational education. While making my attempt to develop an exclusive theory of adult learning, I will follow a sequence of arguments that together will bind the required discussion. I will take a start by building a strong case that will examine the concept of adult learning and vocational education across the lifespan. Then I will take a brief look on the issues and problems across the ethnicity and all relevant personality and political ethos in adult learning and vocational education. I will also put a critical discussion on these areas. Further I will elaborate all the areas of adult learning and in addition to the issues. Finally, I, before conclusion will add a segment of critical assessment that will help all the adults in finding out themselves and also the concept and ethics of adult learning. Adult Learning and vocational education: This quotation is by the Cranton, who states in his book Understanding and Promoting Transformative Learning that “Perspectives on adult learning have changed dramatically over the decades. Adult learning has been viewed as a process of being freed from the oppression of being illiterate, a means of gaining knowledge and skills, a way to satisfy learner needs, and a process of critical self-reflection that can lead to transformation. The phenomenon of adult learning is complex and difficult to capture in any one definition." (Cranton, 1994, pg 3) Well, these are the general comments from the folks, yet an additional aspect of adult education is that is difficult to define. Discussion on adult learning is an extremely vast topic the information in above paragraph may not be able to justify with all the concepts that has been presented on this issue. (Brookfield, 1986, pg 47) Issues in Understanding Adult Learning: Although there are the overabundance of books, journals, research papers and many conferences that are working dedicatedly for adult learning throughout the world but unfortunately, we are away from complete and comprehensive concepts and theories of adult learning. Despite the fact that the warnings are issued very often that only a massive amount of background and theories that are domain specific are subject to give excellent outcomes, all the efforts that are put on developing a specific theory for adult education proves of no abating.( Brookfield, 1986, pg 47) All the criticism from the society, judged by adult educators in their own frame of reference, hinders their motivation and efforts. So the theory of adult learning development becomes weak also a continuous perseverance of traditions are deeply etched into adult educators' minds (Brookfield, 1992, pg 79). These myths (when we combined them encompass a thought that is an academic accepted belief in adult learning) believe that adult education is basically a wonderful activity, also a concept is found that adults are innately independent and self motivated learners, also that a best educational system always fulfils the needs of adult educators and also that there is a unique of fashion of adult learning system as well as a innovative practice. (Brookfield, 1991, pg 39) Ethical Problem in the Adult Learning: When we talk about the ethical problem while dealing adult learning and vocational education, it is obvious that dealing with the students of multi cultures is the basic problem. Teachers are unable to guide, direct and make them learn as there is presence of cultural difference between the teacher and student. There is another very common problem of motivation of the adult students. Adults lack of confidence and they feel shy in sharing their experiences and knowledge to others. Another problem is observed that is also worth discussing is of understanding and implementation of all ethical concept in the learning process. Adults just need teacher for the guidance and direction rather then just explaining the facts straightforwardly or verbally. More formally following are the two prongs that will be explored in this part with preoccupations of adult learning. Each subject has its own internal ethical details and preoccupations, yet the preoccupations and interests of those who work in the particular class overlap significantly with those who belong to rest. Indeed, a number of researchers have made important and remarkable contributions to more than one of these subjects. When we take together these areas they represent an espoused theory of adult learning that puts into the picture how the adult educators practice their abilities and skills. (Speck, 1996, pg 41) Independent Learning: Independent learning is a widespread adopted practice but a series of problem still arises on the subject of self-directed learning as a concept that is defined solely for adult learning. In this practice cross cultural dimension of the issue has been completely ignored, in other words this area has problem when there are students of various cultures. Contemporary research has discouraged the concept of the independent self-directed learning as the student getting educations in this manner reflect values of class, partition and competition in society. (Brookfield, 1991, pg 45)To the level to which a disposition to self-directedness is culturally adopted, or is attached to character, is also an open issue. Though we are striving to realize that how a variety of features such as the adult's preceding life experiences, the involvement and disposition of task and learning domain and the political ethos that influence the decision and efforts to learn in the said way. (Speck, 1996, pg 38) Critical Discussion on the Independent learning: Self driven or independent adult learning concerns with all the processes that helps adults management of their individual learning, in particular these processes are how adults set goals for learning, then seek for appropriate resources, after getting the resources they decide the learning methods that will be used and assess their achievements. Self-directed learning is now well known and is frequently adopted all over the world and there are many international symposiums that are dedicated exclusively to research and theory in this subject. (Brookfield, 1992, pg 80) still we are unable to resolve the question of cross culture dimension of the subject, there is also a sense of competition is arising in the society. If we do not consider the cultural formation of an individual that we are on the way to equate self direction with division and selfishness. An analysis of learning which analyzes adults as independent beings who are in scurry and occupied in individual projects is one that is working against cooperation and group impulses. Refer to self - directedness; adults can refuse the significance of shared action, common interests and their basic inter reliance in support of an compulsive focus on the individual. (Smith, 1992, pg 193) Suggestions for improvement: We should take a view to know about the issue that how adults occupied in the self directed learning develop social relations and support groups for their emotional nourishment and educational purpose. Finally, we should work to clarify the scope of this area; particularly perspective of supremacy and organize that is elevated by the learner's taking responsibility for available options and ruling concerning what can be well-read, how learning will occur, and who is the person evaluating quality and efficiency of knowledge and whose evaluation should be hold sway. (Brookfield, 1992, pg 90) we must consider and encourage this practice in a way that it should develop a spirit of sharing and social development in the society. We must also develop a plan for the formation of equation of cultures of an individual to eliminate the division and selfishness in the society. (Smith, 1992, pg 195) Critical Reflection: Critical reflection is a concept famous for the years for adult researchers who are seeking for a learning that would be attained to be characteristically mature. Verification of effectiveness this kind of learning and of evidences that adults are able of this type of learning are found in developmental psychology, were surrounded logic, dialectical thinking, working intelligence, reflective judgment, post-formal reasoning and epistemic cognition. These evidences conforms how adults reflect contextually and critically (Brookfield, 1991 pg, 48). Problem of this area: A vast study in the area of critical refection shows this area is domain-specific. Right now the currently employed theoretical analyses of this area remarkably outweigh the vast studies of ethnographic and phenomenological regarding the experiences of this process. All the factors related whether to forgo or pursue action after a critical reflection process is still unclear, as is the point up to which critical reflection is allied with certain personality. (Brookfield, 1992, pg 93) However, some confusion is found by the co-existence of psychoanalytic and critical social theory in many researches of critical reflection. Analysis of critical reflection: The critical reflection spotlights on these processes; (1) It is the development by which adults question and then substitute assumption to extent that it is accepted and represent commonsense. (2) It is the course through which adults consider alternate perspective. (3) It is the course of action by which adults recognize and consider all the aspects of dominant cultural values and understand. (Smith, 1992, pg 195) There is a vital problem of understanding student face. Every adult learner has is own understanding and logic to a concept, they feel harder to share and discuss. There is also the problem to feeling exhibition of one to another and this problem hinder the learning process. Suggestion for improvement: Much work is still to be done in the domain of critical reflection as a dimension of adult learning. A suitable language should be developed to explain this process to educators which is easier to understand rather to use psychoanalytic and critical terminology. Deep analysis and understanding of the domain regarding the feeling that people exhibit by the episodes of critical reflection, and also how people face the risks of committing cultural suicide. These involvements would not only help educators to counter fluctuating pulse of denial but also depression in learners. (Speck, 1996, pg 35) Most proffered areas of adult learning: Experiential Learning: Experiential learning involves the adult in his learning to a great extent than those in traditional learning environments. Such as active learning, hands on learning, deep level processing, higher order thinking. Within the domain of adult learning, experiential learning is very crucial and significant idea in these years. (Smith, 1992, pg 197) Significance of Experiential learning: The main focus of this learning is the concept of andragogy is emerged to explain adult education practice in diverse societies such as the United States, Britain, France, Hungary, Poland, Russia, Estonia, Czechkoslovakia, Finland and Yugoslavia (Brookfield, 1992, pg 83). This is the concept that adult education should be based in adults' experiences and also that these experiences signify a source resource of adult learning. Kolb has been the most leading in prompting the theory among all the researchers of this area. But it very common to see that all the texts on the adult education confirm the significance of this methods such as simulations, games, case studies, psychodrama and internships. (Brookfield, 1992, pg 88). Learning to Learn: The capability of adults and willingness to learn, or to be skillful at learning, to accept the ranges of diverse situations and to learn with a thorough study of dissimilar styles has been projected as an overarching idea for the educators who belong to adults learning. 'Meta-cognition' is the related term of this kind of learning, learning how to learn functions in just like a famous term, it enables the adults to make attempts and evaluate insight into their habitual pattern of learning. (Gibson, 1992, pg. 168) Kitchener and King are the most leading researchers of this area. His main focus is young adults and he proposed the concepts of epistemic cognition and reflective judgment. Several books are written on this subject and all the authors believed that what is the typical and favorite mold of learning adopted by learner. Rather, it confirms that learner have awareness of reasoning and self conscious of how do they come to know what they already know; they have assessments of evidences and justifications that underlie their view. (Brookfield, 1992, pg 89) Critical Assessment: In all the above mentioned areas and ways to adult learning, it becomes essential now to gain the full understanding and the concepts under discussion to make them more clear and obvious in the subjected discussion. Independent or self driven learning focuses on the learning by adult himself. In this area adult just seek motivation and guidance from the teacher and educators and they explore the theories and relevant subject themselves. Now to see these four areas under the concept of egoism and deontology that are two eminent theories on the adult learning, we need to define the egoism and deontology and then we will build a strong discussion and assessment. Egoism is the ethical theory of adult learning that institutes the vital objectives of enjoyment, growth of an adult in the community. This concept is on the other hand is contrast to the altruism which not only considers the self interest but also the interest of others in the community. There are various was of seeing this concept of egoism in the society. Now if we see this area of self driven study of adult learning under the concept of egoism we come to a conclusion that adults belonging to this area. have full faith on egoism and practice egoism in their learning. They feel enjoyment of doing what they want and explore in the way they want. One more example when I put these concepts in my own life I see that many of my friends including me feel pleasure and happiness when they explore something by just self developing and learning. Also at a place I found that one of my friends Jack possesses the egoism the most in his jobs. He has objective and in his life and he strives by exploring and making his own way toward the problem solving. I learnt a lot that was some how different in nature from the each learning ways critical reflection, experiential learning and learning to learn. There is somehow difference related to learning process in each of these areas that I can relate to my own life. I see in most of the fables that I have studied, adults when are willing to learn have both egoism and subjectivism in their mind in the meanwhile. So I found that adopting only one ethical concept throughout the learning process is not valid rather a number of ethical concepts should be used even in dealing with one situation. There are also different ethical concepts such as deontology and utilitarianism which I studied. For example the understanding deontology concepts helped me in finding out that for example why I engage my self in extra tasks that are even not related to my job, yet I know that I would not entertain with any extra ordinary appreciation. Additionally, the understanding of concept of utilitarianism gave such interesting approach and understanding the events such as how adults’ motivation have an affect on their ethical decision making power? I also found the reason of why we conduct and make such decisions when we come to know that a particular event is in the benefit of not only their own but also the in the favor of others in the society. On the other hand, I also accept it true that with the particular concept of Utilitarianism, ethically speaking it is not necessary that what is best for majority of people is a best decision for ever one own. Studying these ethical concepts, I have a sound knowledge in understanding me and others around me such that I consider myself more mindful and conscious of concepts and ethics inside me. Now I consider that I have obtained insight knowledge and I am fully capable to identity all the ethical theories and concepts are involved in my self particularly and also in others generally. Also I have awareness how these concepts affect my affect my own behavior and attitude. Such as, next time when I will be doing something I will be able to identify why I am doing it and if I am doing than what is the reason of doing such or what is my interest of doing it. What's more, I have feeling and awareness that in the future I will keep doing my duties and that may go unnoticed, because I feel it is my own moral obligation to perform my duties. I also know in these areas the theories and ethics of utilitarianism is the most complicated theory to evaluate because every person takes the decision in justified in his self and that does not consider the others. In other words every one has his own frame of work and course of actions to deal with a particular problem. Conclusion: Adult education is the only way by which we can educate the participants who are inexperienced and uneducated. Adults should be engaged in practice so that they could acquire a professional knowledge and skills in their respective fields. Today this is essential to involve them in learning that this knowledge acquiring practice will not only highlight their personality as a sophisticated and valuable member of society but also it will bring a remarkable change in their life patterns and they will exercise a energetic and lavish life style. Adult learning raise the adults’ self respect and also build their moral values. They enjoy a bountiful feeling of being a self sufficient personality. Since the main objective is to find innovative patterns to employ within an adult educational system and then continuously striving for its enhancement so planners and staff of such educational system need to work in cooperation and on agreement of association. There are many issues which we face in adult learning. Despite the existence of plethora of books, journals, research papers and many conferences on the subject of adult learning we are unable to formalize a complete equation of all the concepts and theories of adult learning. We can not employ only a particular theory for adult learning rather we need to experience different theories and their outcomes comparatively. One other issue is that a single theory can not be applicable to all situations rather we need to substitute the theories accordingly. We discussed all the areas and theories related to adult learning. In addition to these areas, we also provided some literature review with respective to acceptance among the adults from variable culture and ethnic groups. There are also new trends of twenty first century are emerged today. All the contemporary trends put all the matter in consideration regarding cross culture learning system, practical theorizing and modern scientific and technology learning systems such as computer assistance, use of internet for educational purpose, Distance learning and many more. All the theories have their own importance and are used according to situation, culture and resources. Still there are continuous efforts and contributions being put by many researchers in this field and all are working for the betterment of society. However whatever theory is used in adult learning, it must be designed, developed and implemented in a way that it is beneficial for the learners and appeal them. All the researchers are working in this field to discover an innovative fashion of adult learning system and all the educational systems are seeking the innovative practices to be put in their pattern when dealing with adult learners. Reference Brookfield S D 1986 Understanding and Facilitating Adult Learning. Jossey-Bass, San Francisco Brookfield S D 1991 The development of critical reflection in adulthood. New Education. 13 (1): 39-48 Brookfield S D 1992 Developing criteria for formal theory building in adult education. Adult Ed. Q. 42 (2): 79-93 Cranton, P. (1994). Understanding and Promoting Transformative Learning. San Francisco: Jossey-Bass, pp. 3. Gibson C C 1992 Distance education: On focus and future. Adult Ed. Q. 42 (3): 167-179 Modra H 1989 Using journals to encourage critical thinking at a distance. In: Evans T, Nation D (eds.) Critical Reflections on Distance Education. Falmer Press, London Smith J E, Castle J 1992 Experiential learning for critical thinking: A viable prospect for South Africa? Int. J. of Lifelong Ed. 11 (3): 191-198 Speck, M. (1996, Spring). Best practice in professional development for sustained educational change. ERS Spectrum, 33-41. Read More