Alternative Approaches to Experience and Learning - Assignment Example

Alternative approaches to experience and learning Adult learning process is driven more by experience than conditioning; thus, motivation acts as an important factor in the reinforcement of adult learning. Understanding of the adult learning process relies on the theoretical framework as the basis for understanding the psychology of adults (Rothwell, 2008, P. 17). In this regard, the theoretical basis of understanding like the Knowles’ individualism helps in elaboration of adult learning. Knowles proposed five critical assumptions about the characteristics of adult learners that were termed as andragogy that was based on self-concept, Readiness to learn, Adult learner experience, motivation to learn and orientation to learning (Chan, 2010).

Nevertheless, other than the convention western theories of knowledge, alternative approaches to learning like the embodied learning approach is significant in adult learning process. Embodied (somatic) learning approach trusts the individual to learn and listen to information received from the interaction with the environment (Harper & Ross, 2011). It is an approach that combines observation and experience to build the knowledge of the learner to the subject matter of the learning process.

Researchers in feminism and postmodernism have acknowledged the significance of embodied approach to adult learning since the approach reorganizes the body as a significant source of knowledge, empower culture and act as a means for encouraging development of empathy and respect for diversity (Merriam, 2011, P. 37). Working as an assistant director in Nassau AHRC, the experience I have gained from the organization through interacting with the environment has led me to appreciate embodied learning as a significant approach to adult education (Walter, 2009).

Being a team player, I interact with members of the team to deliver services to the disabled children and adult, the position has made me have a close interaction and learning opportunity both from the core workers and the clients. I am able to shape my areas of weaknesses through interacting with the core worker as well as to empathize with the disabled and learn through environmental interaction why some members of the community treat the disabled with stigma (Nesbit, 2005). My experience as an assistant manager has enabled me to develop and improve both instructional and communication skill denoting the significance of embodied learning as a significant learning approach.

ReferencesChan, S. (2010). Applications of Andragogy in Multi-Disciplined Teaching and Learning Sang Chan. Journal of Adult Education, 39, 25–35.Harper, L., & Ross, J. (2011). An Application of Knowles’ Theories of Adult Education to an Undergraduate Interdisciplinary Studies Degree Program. The Journal of Continuing Higher Education. Merriam, S. B. (2011). Third Update on Adult Learning Theory: New Directions for Adult and Continuing Education, Number 119. New York, NY: John Wiley & Sons.Nesbit, T. (2005).

Social class and adult education. New Directions for Adult and Continuing Education, 2005, 5–14.Rothwell, W. J. (2008). Adult learning basics. Alexandria, Va: ASTD PressWalter, P. (2009). Philosophies of Adult Environmental Education. Adult Education Quarterly. .