Contradiction in Adult Learning
Education is a vital component of life since it helps a person to develop a critical thinking mind as well as be knowledgeable on a variety of issues. While schools are tasked with carrying out this task, parents and other community leaders are mandated to offer similar services in households and in the public arena as well. As such, adult learning is integral in accomplishing this duty. However, a contradiction between the sources of motivation for the individual exists. Notably, some studies show that the adult literacy levels are lower despite the presence of many learning programs. In particular, the use of scripted programs is deemed effective in enhancing adult literacy. However, the abandonment of such a strategy and the implementation of learning methods corresponding to the student’s out of school experiences are floated as the best approaches. Whereas the use of scripted content is important in learning sessions, the curriculum needs to be skewered in favor of practical and authentic material related to their daily routines in order to boost the learning experiences of their children.
Adult education is a dynamic approach to address the educational standards of children in different households. Such recipients are expected to benefit from both formal and informal learning systems hence increasing the workload of most parents. However, the adults require an education policy that relies heavily on their experience and daily routine to ease understanding rather than bombarding them with theoretical statistics or concepts. Acquisition of hypothetical issues is vital in developing factual knowledge about issues. Nevertheless, it only serves a limited purpose because it does not adhere to the individual’s strengths. By capitalizing on the individual’s exposure to certain chores, tailoring academic messages to suit these situations would be more helpful in understanding the issues. In addition, most surveys indicate that the strict application of learning programs with little regard to their motivations for joining them has lowered their literacy levels because the content does not match their needs. For example, the curriculum could be philosophical in nature yet the adult students could be there in search of employment qualifications or even as a recreational session. Having such varying interests in the program should be cause to alter the strategy by incorporating their desires. It would be foolhardy to stick to the academic version envisioned by scholars and other thinkers without referencing the content to their everyday lives as that would validate their experiences. In fact, it is contradictory for them to overlook their backgrounds and still expect the learners to posses the skills needed to perform their current roles in the home.
Similarly, the economic situation of all participants is vital in determining the success of their literacy levels. Some parents are relatively wealthy thereby have access to top notch private academies and scholarly programs which enhance their knowledge pool. However, other families hail from low income demographics thereby resulting in households with low formal educational levels. Consequently, the difference in the two environments provides varying learning opportunities for children thus increasing the need for adult students to have a tailored coursework. Rather than use a prescribed curriculum, authentic tasks should be used to make the sessions more interactive and easily relatable as a means of drafting more adults into the knowledge pool. Therefore, sticking to the academic version of the program is counterproductive because it provides them with too much information, which could turn out to be wasteful, if it does not align to their passions and talents. Likewise, the adoption of a scripted curriculum in its entirety is an affront to the intelligence of the adults and negates the complementary nature of education. As a matter of principle, educational standards, especially for adults are meant to augment their general knowledge, intelligence, and experience in various facets of life. It is hoped that such an approach would be sufficient to prepare them for their integral role of teaching their children as well. However, it is thus contradictory for this approach to be overlooked in favor of non-authentic content because the recipients lack the zeal to continue with the program. In fact, a high drop out rate has been witnessed for adult learning programs because the learners felt isolated from their practical routines. Accordingly, this development proofs that the education sought was destabilizing rather than an enhancement of literacy levels. It is imperative then for the academic programs to have a practical component that corresponds to the learner’s experiences in a way that makes it possible for them to teach their own children.
Furthermore, the use of a rigid educational framework in adult learning institutions assumes the shortcomings and the talents of the students hence limiting their creativity. In asking pertinent questions about their lives, teachers are able to design the academic work in a manner that reflects the recipients’ preferences. Vocabularies and fluencies are tuned to their level of understanding and the examples used are relatable too. By so doing, they have a greater uptake of information and enhancement of their inherent teaching mechanisms towards their children occurs. Nevertheless, assumption of such information is detrimental to capacity building and reduces the dependence on reality while increasing the hypothetical approach.
Despite the educational goals envisioned in such curriculums having lofty ideals about the development of an all-round person, they may end up producing people with rigid opinions devoid of substance and relevance to their ambitions or status in life. Such an occurrence would be disastrous since the programs objectives would have floundered and the individuals would be less rational in their approach o teaching their children. Similarly, the system lays emphasis on covering wider topics in depth as a way of expanding the knowledge pool of the learners as well as enhancing the critical analysis component. It also highlights this practice as a comprehensive way of exposing the participants to a larger academic fraternity too. However, it is inconceivable that practical applications of the concepts is lacking in such a scheme.
There has to be correlation between the theories and the experiences of the students as that would make them better instructors to their children since they would have a mastery of both perspectives. The use of such an approach would help to provide the programs with impetus and maintain the interest of the participants thereby achieving its intended purpose. As the parents become better at their learning curves, they are able to apply the same skills to the education of their children at home hence improving the literacy levels of the latter. Similarly, it is evident that engagement of the parent’s experiences in the design of the curriculum helps to increase their focus and boost literacy levels by fostering greater interest in similar content. Such a technique enhances their intuition thereby making it easy for them to gauge the needs of their children especially during the early childhood years. By so doing, they create an improved learning atmosphere, which is beneficial to all stakeholders.
Adult learning has become an integral part of enhancing the society’s literacy level by exposing participants to several scholarly works. In most cases, the curriculum of such an undertaking is heavily scripted to comprise theoretical frameworks aimed at increasing the knowledge pool of the learners. It is assumed that such a strategy would expose them to a wider content base hence simplify their understanding of various events. Moreover, it is commonly reiterated that using this approach reinforces their analytical skills. However, such an analogy is wrong because it in fact leads to a decline of educational standards. The use of practical information in line with their experiences is deemed the most suitable technique to enhance their literacy levels. In particular, it is important for the teachers to inquire about their students’ current motivations and work experiences as well as interests. By so doing, the materials used as teaching aids are authentic and correspond to the needs of the learners thereby improving their absorption. Whereas this provides more flexibility for instructors to expand their experimentation plans, adults are able to maintain their current academic and life goals since they are comfortable with the learning process. Therefore, abandoning of theories to focus on practical applications of academic materials is a guarantee of literacy success because such courses will be done out of a person’s choice rather than coercion. As such, children will have better educators within the home environment.
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