Facilitating the Learning of Adults

Abstract

The articles in this issue of Adult Learning address varied ways of facilitating adult learning or administering programs. They are designed for different settings and purposes, but all discuss facilitating learning of adults. Some focus on specific teaching techniques, some on events in classroom, others on classroom climate, and a few on philosophies and viewpoints of teachers of adults. Why an issue focusing on teaching techniques and classroom environment? It is easy to become distracted from our central focus of teaching adults among necessary and real requirements of ensuring that programs for adults are planned and administered. Programs need to be created and marketed, students enrolled, teachers hired, facilities located and managed, funds generated, evaluations conducted, and reports written. Demands on teachers of all ages for increased accountability and documentation cost time and money while competing with concerns that needs of adult students are met and valuable programs survive. An issue of Adult Learning that refocuses our attention on needs of adult students and different approaches to facilitating their learning may be inspiring and revitalizing for adult educators. Another reason is to return our focus to central issue of adult learning. In The New Update on Adult Learning, Merriam (2001) writes that knowledge of adult learning is at heart of our practice of adult education, whether we are involved in planning and administering programs, teaching, and/or counseling adults. It is also the most studied topic in adult (p. 1). Unfortunately, many adult education theories do not always come attached with practical ideas for how to apply information, even when theories have been drawn from practice. Translation of theory to practice is work of inspired educators working directly with adult students. One part of moving away from distractions of program development and administration is to focus our attention on adult learners we meet. Employing a humanistic perspective, Nuckles describes student-centered teaching as alignment of teacher's concerns with learners. He explains what is needed for teachers and administrators to be more responsive to students' needs and concerns. Student-centered teaching begins with preparation prior to learners arrival, requires understanding of adult learners, self-assessment of one's own teaching style and content mastery, ability to model skills being taught and modify preferred teaching styles to accommodate learners with varied preferences, and an administration that is congruent with and reinforces facultys responsive teaching styles. Recognizing complexities involved with being empathetic with needs of diverse students, Nuckles indicates that honest, authentic effort, and not perfection, is aim. This issue includes several articles that describe specific teaching practices or techniques. Paul Lones examines relationship between learning and creativity to explore implications for adult learning. He outlines a model for developing and facilitating creativity with adults students, and uses his experiences of learning to lead mountain club activities as an example. The model requires visualization of what a person wishes to create, a clear view of current reality, and ability to use tension between vision and reality as an energy source for action. Developing actions to activate this vision involves ability to conceive a new reality, freedom to create it, and critical reflection and discussion. Facilitating a simulated field trip without leaving classroom also requires creativity and imagination, and involves an attempt to change perceived reality of a physical space. Douglas describes a method for field trip simulation created for a graduate class in adult education. He notes that pedagogical literature on field trips has not been examined in adult education. …