Adult Education Philosophical Orientation - Essay Example

My Adult Education philosophical Orientation Name Institution Date Introduction As a teacher, I need to fully understand my personal orientation in my field since the field of education has so many dimensions. To achieve this, integration of my personal philosophical reflection and functioning of education system is necessary. Managing these two spheres will allow me to have a full personal identity both at personal level and in the field of my practice. In the adult education system, interaction of personal reflection and education philosophies is vital both for teacher and the learners in achieving their goals. This is because the two aspects govern our learning environment through interactions. However, for teacher to understand his philosophical orientation better, there a need for a standardized evaluation mode such as the Zinn’s Philosophy of Adult Education Inventory. This tool was developed to enable adult educators determine their philosophical orientation and draw teaching consistency (Zinn, 1990, p.43). Education philosophy is a consistent and comprehensive belief about teaching and learning practice. It is major aim is helping a teacher to clearly see his practice in wider view and his social development (Heimlich, 1994, p.17). The teacher hence will be able to see and understand the interaction his environment in terms of administrations, students, curriculum and goals. I need to know the philosophical aspect in my field of practice and the forces that are involved in my field (Zinn, 1990, p.43). As an educator, I need to understand myself by ability to describe my personal identity or professional perspective i.e. a teacher or a writer. This is vital for an individual when presenting himself in thinking and working out issues. Beliefs are the personal acceptances of truth based on culture one developed in, experiences and personal view on one’s world. These define what an educator accepts as the best mode of parting knowledge such as the use of participatory approach in class or application of learning manual. It clears doubt on the educators approach to success (Apps, 1989, p.19). Attitudes are as well manipulated by our values and they determine what we are for or against. Persistent attitudes towards something form part of our belief in our every day’s life. An educator attitude towards adult learners forms his teaching ground i.e. the belief that adult learners are people with diverse knowledge that can be utilized productivity becomes the standpoint of his mode of parting knowledge. From these elements philosophical orientations emanates that are hence fit into Zinn’s inventory (Zinn, 1990, p.43). As a teacher I took my philosophical orientation using Zinn’s inventory to enable me work efficiently and effectively. My interpretation of the results was based on the 5 adult education orientations. To enable good understanding of the interpretation, understanding of all the adult philosophical orientation was very vital for me. In liberal adult education orientation, as a teacher my aim is to develop intellectual capability. As a teacher, I am the type who expertly transmits knowledge to the learners. I am full of authority in imparting knowledge to my learners. Almost like liberals, behaviourist imparts knowledge by capturing the learning environment. As teacher, I am in charge of the learning process and directs. The use mastery and set standard based teaching methods have to be applied. In addition, vocational trainings, contract learning, instructional programs and learning through computer instructions are among the outstanding features of this approach (Zinn, 1990, p.43) . A teacher can conduct Adult education through problem solving and experimental mode under progressive philosophy. As a teacher, I am expected to my learners to practical knowledge and gain skills. Application of cooperative learning, problem solving and scientific approach are the major features. Educators take the position of evaluating the learning process and outcome as well as their organization. (Elias & Marriam, 1995, P. 62). On the other hand humanistic philosophy works on individual’s growth and development. I will have to give my leaner to take the charge of a teacher by assuming full learning responsibility. It opens up arguments between the facilitators and the learners in search of solutions. This ideology applies individuality, experimental learning and self-actualization. Teaching is normally being carried out through self-discovery team teaching and individual modes. Lastly, the radical philosophy the approach is aimed at creating changes in our political, economic and social environment. As a teacher I will assume same levels with the learners. I am only charged with coordination of the lessons and making suggestions. As a teacher, I apply none compulsory learning. Learners are exposed to the real life situation and other modes such as the media (Apps, 1989, p.19). I set my beliefs judgement using the following questions What are my teaching beliefs? What are the sources of my beliefs? Do I have valid evidence for these beliefs? Are my beliefs consistent? In evaluating my beliefs I added two more questions; Does my belief perfectly serve my current career needs? Do my beliefs effectively work in my career as a teacher? After application of the philosophies Held by Instructors of Lifelong-Learners (PHIL) instrument’s items, I did put my results against Zinn’s Inventory Scorecard. I recorded my scores as below. Liberal (L) 75 Behaviourist (B) 85 Progressive (P) 80 Humanistic (62) Radical (66 In my classes I always find myself applying the use of methodological approaches. Mostly I charge a class under objectives settings, drawing feedbacks and reinforcements in learning. Additionally, in my psychology lessons I do find it easy when my student carries out practical works in the laboratory or in the field. Use of mastery and manuals is what I always believe to impart instructions to my students. To ensure that the students are getting knowledge from my experiments, I always prefer to send them either to the laboratory or in the field I finish every topic in my lessons. I am always particular on the methods that my student uses to solve problems and ensure they gain enough knowledge for their work during my lessons. Students can learn more do their best when they learn through practice. My philosophical orientation can be translated from high scores in the behaviourist philosophy followed by progressive philosophical approach according to Zinn’s inventory interpretation (Zinn, 1990, p.44). From the result, it can be seen that I do satisfy Zinn’s belief that behaviourist, liberal or progressive are the typical combinations. However, it as well brings to me a challenge since my scores are only concentrated between 62 and 85. According to Zinn, this calls for more analysis in creating contradictions on over the similarities. On Zinn’s perspective, it seems that philosophical orientations are fixed and works within minimal freedom. On the other hand, while some develop philosophical orientation at work place, I do believe that my philosophical beliefs are from my developmental lessoned learned and the learning system I went through during my school life and my societal system (Zinn, 1990, p. 53). In my psychology classes, I always act as the class team leader when educating my students. I do believe that my students will be perfect with the incorporation of testing methods. When tackling a practical part in my lessons, I will always relay instructions to be followed both using the computers or hard materials. Repetition I do believe offers my students better grasp that they can work with even independently. Taking example of one of my lessons in data gathering and utilization, I will first offer a demonstration to the whole class or as per individual and let each of them as questions. After this, I put the student to task to manage their without my help. I would be there to answer any doubt that my student may have and at the end send a problem that is to be tackled. This has worked for me well with the students that I have taught for a given period of time. When dealing with new students, I will be forced to get the basis ideas before moving with my usual mode. According to Zinn, this is what is referred to as ‘getting at the basis of something’, (Zinn, 1990, p.53). I always encourage learners to set their views on the ways they would like the lesson to be conducted. They can make choices such as practicing with test book excises or taking practical laboratory experimentations or field work. Field works as well work as reinforcement through data collection, recording and interpretation. After every practical activity, I will always present myself during their discussions. I such instances I normally take the supervisor position and let them run the class. In developing my classroom rules I normally use the students. This is because different teaching environments are set under different societal set up. Through my experience I have realized at times that when students are allowed to govern themselves, they are able to set active participation environment which I highly require during discussions. Although at times authoritative approach works especially among student who only perform under pressure, in my classes I have failed to achieve success with its application. My focus during lessons is achieving uniform knowledge dispensation among all the student thus setting a free class is vital for students participation. Due to these, I can see why I do have high scores across the philosophical approaches. Despite my capability to analyse and distinguish my adult education philosophical orientation as per Zinn’s inventory, understanding the role of intuitions and emotional aspects are not take care of by Zinn. At times I will realize am totally generating a new approach as per the context of my study or emergency needs. While Zinn only allows me to understand my normal teaching practices, I am an able to identify some situational circumstance i.e. where lessons have to be covered while the students have only a short time to their examinations. At the same time, using Zinn’s perspective of education as a multidimensional approach I believe no one particular approach could satisfy a whole subject coverage. My subjects as well are developed in such a way that I have to be very dynamic if the goals have to be achieved (Foley, 2004, P.3). Going with other models, Zinn’s work is seen more as personal view than a universally accepted standardized work. While Zinn give very little attention to most non knowledge based mode of education, Foley’s asserts that theory and practice mutually are incorporated in achieving education goal (Foley, 2004, p. 11). As a teacher I find it easy to agree with Foley compared to the rigid system derived by Zinn. Theoretical form of education just like the experimental is more of blended teaching method that can easily be separated as per my understanding. Foley insist on the fact that theory needs to be extracted from personal experience and study in betterment of adult educators work (Foley, 2004, p.3). On the other hand Zinn separates the two which almost is translated as creating a divide between cognitive and practical. Zinn dualism deters gaining one form this knowledge to the other by trying to create her rigid boundaries (Foley, 2004, P.3). When analysis the philosophical approaches even from Zinn’s inventory, it is clear that have no distinct boundaries as compared with how they are being presented. The rigidity of these approaches makes it hard for one to easily actualize himself with one particular approach and understand his capacities. It is also very hard to determine the best practice from the tool. Although, Zinn’s perspective is that knowledge gaining is better than experiments, this is more of a speculation. As a teacher who has three strong adult education orientations, their realization should help me get the best approach that needs more weight. However, having this knowledge without better interpretation in class only throws a teacher into confusion (Foley, 2004, P.3). Conclusion As a teacher, I need to conclusively understand my education philosophical orientation. I need a high degree of self-awareness to enable me understand my work and interpret my actions. Personal philosophical orientation is dependent on values, attitudes and beliefs that a teacher acquired. These are the pointers of self-truth and personal reflective principles. In unearthing them, one is capable of realizing his likes and dislikes and taste and distastes that guides one in making decisions and informed choices in the area of teaching. Self-awareness is the roots of personal orientation philosophy. Orientation philosophy, enable one to develop the teaching visions, enhancement of authenticity and credibility and acts a guide in teaching aspect. While proper utilization of self-awareness is rewarding, it involves a lot of investing in resources for one to realize his full potential as an adult educator. Zinn’s inventory instrument is a good tool that is used in placing people according to their philosophical orientation, however, his placement method has been counter argued by scholars like Foley of high rigidity. References Apps, J. W. 1989. Foundations for effective teaching. In E. Hayes (Ed.), Effective teaching styles (pp. 17-28). New Directions of Continuing Education, 45(Fall). San Francisco: Jossey-Bass. Elias, J. L., & Merriam, S. B. 1995. Philosophical foundations of adult education (2nd ed.). Malabar, FL: Krieger Publishing Company. Heimlich, J., & Norland, E. 1994. Developing teaching style in adult education. San Francisco: Jossey-Bass Zinn, L. 1990, 'Identifying your philosophical orientation', in M.W. Galbraith (ed.), Adult Learning Methods, Krieger, Florida, pp. 39-77. Read More