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European Journal of Social Sciences - Volume 2, Number 1 (2006) Adults learning conditions and approaches to teaching Conditions of adult learning Approaches to teaching Learning is a basic human need Teacher exposes students to self-fulfilment, helps student clarify his own aspirations for improved behaviour, diagnoses the gap between his aspiration and present level of performance, helps students identify the life problems experience as a result of Disharmony between an individual’s experience and his perception of the world is a source of motivation in learning. Adult learners like to participate in the learning process. 44 the gap. Socratic (facilitative) methods is recommended as against didactic. Mutual structure of learning process, relevant structure of learning process, and relevant to problem that created felt need to learn. Adult are experienced as learners. Using of those experiences as a learning resources to build individual meaning system in learning Adult learners are self-confident, self-esteem, with self-perception. situation. Reinforcement of all correct knowledge and understanding to maintain high level of selfconfidence, and self-esteem. Providing opportunities for adult learners to reflect upon incorrect knowledge for self-correction, and encouragement of self-assessment. Adult learn best when the self is not under threat. Creation of an ethos devoid of threat, co-operation and not competition should be encouraged. Adult learners need to feel that they are treated as Teachers should not regard themselves as “the adults. fountain of all knowledge” but attempt to create and facilitate a teaching and learning engagement between all participants. Adult learners have developed their own learning Recognition of different learning styles that exist styles. and encouragement of learners to develop effective and efficient learning flexibility and adoption of relevant teaching styles in teaching and learning transaction. Adults learners had different educational Encouragement of learning at adult learners’ own biographies and may learn at different speeds. pace. Adults are intelligent people. Teachers should not be influenced by previous academic record especially that from initial education. Adults bring different physiological conditions to Ensuring that the physical environment in which the the learning situation. Source: Peter Jarvis, 1995 teaching and learning occurs is conducive to adult learning. Conclusion This paper has established that volumes of theories about learning have been in existence, and the awareness of them is more revealing through the wealth of literature that is available. The question that may agitate one’s mind is why are Ngerian teachers who have the job of applying those theories to teaching, still falling short of proper application of the theories to adult learning? The distinction between learning by adults and learning by children is grossly undermined probably due to teaching orientation of Nigerian teachers which may not be unconnected with pedagogical principles that emphasize children’s learning. The 21 st century teacher education in Nigeria, should address the differences between the means by which adults and others learn to make up for the imbalances in approach to the teaching of those theories about learning. The current awareness for
European Journal of Social Sciences - Volume 2, Number 1 (2006) change in every sector of human development including education in general and in the new millennium, is a challenge for teacher education in Nigeria. It calls for a reorientation of teachers in theories about learning and teaching methodologies for the development of all learners, and specifically, the adult learners. Teacher education curriculum in the 21 st century Nigeria, should be reviewed to reflect methods and application of adult learning theories in teaching adults. References [1] Aderinto, J.A. 1998. “ Self-Directed Learning Among Adult Learners in A Selected Voluntary Education Agency in Nigeria” Benin Journal of Educational Studies 11. (1 & 2). 11-18 [2] Bebb, D.O. 1949. The Organization of Behaviour. New York: Wiley, Inc. [3] Bandura, A. 1969. Principle of Behaviour Modification New York; Holt Rinehart and Winston. [4] Brunner, J.S. 1961 “The Act of Discovery”. Harvard Educational Review. No. 31. [5] 21-32 [6] Caffarella, Rosemary S. 1982. “Assisting Students to Become Better Learners The Use of A Learning Plan Format”. National Adult Education Conference, San Antonio, Texas. [7] Cross, K.P. 1981. Adults As Learners. San Francisco: Jossey Bass [8] Crow, I.D., and Crow A. (Eds.) 1963. Reading in Human learning. New York, Mckay. [9] Dubin, Samuel S. and Morries Okun. 1973. “Implication of Learning Theories for Adult Institution” Adult Education. . XXIV (1). 3-17 [10] Elinor, Lenz 1982. The Art of Teaching Adults, New York, Holt, Rine hart and Winston. [11] Edgar, Faure, Felipe Herrera, Abdul-Razzak Kaddoura, Henri Lopes, Arthur V. Petrovsky, Majid Rahnema, and Frederick Champion. 1972 Learning To Be: The World of Education Today Tomorrow. Paris, UNESCO. [12] Freire, P. 1972. Pedagogy of the Oppressed, Harmondsworth: Penguin. . [13] Hull, C.L. 1943. Principles of Behaviour. New York: Appleton-Century-Crofts Incorporated. [14] Jarvis, Peter 1995. Adult and Continuing Education: Theory and Practice. 2 nd Edition., NewYork: Biddles Ltd. [15] Kid, J.R. 1973. How Adult Learn. New York: Cambridge. [16] Lindeman, Eduard C. 1926. The Meaning of Adult Education. New York: New Republic. [17] Malcom, Knowels. 1970. The Modern Practice of Adult Education: Andragogy Versus Pedagogy. New York: Association Press. [18] Malcom, Knowles. 1978. The Adults Learner: A Neglected Species. 2 nd Edition, Houston Texas: Gulf Publishing Company. [19] Malcom, Knowles. 1980. The Modern Practice of Adult Education: From Pedagogy to Andragogy. Revised and Updated. Chicago: Follett Publishing Company. [20] Rogers, C.R. 1969. Freedom to Learn. Columbus: Charles E, Merrill Books. [21] Schuttenberg, E.M. & Tracy, S.J. 1987. “The Role of the Adult Educator in Fostering Selfdirected Learning” Life-long Learning: An Omnibus of Practice and Research. 10(5) 4-6, 9. 45
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