Investigating Heritage Street's Revitalization: Adult's Learning Experience

Abstract

Abstract Adult learning is considered as lifelong processes since it began at the point where we realize that every single moment is an opportunity for new knowledge in which will end at the time we leave this world. Understanding this learning process and continuously supports on the universal right to learn, we require a proper external and eternal preparedness. Adult learning is an interactive and creative way of accepting and transmitting new information in strengthening the equal right to remain relevant to the current needs. However, in certain circumstances the process of gaining knowledge has its limitation of aim, period and cost. This paper, unveils an adult interactive learning as project-based through interviewing method. Being adult learners, we wish to share our perspective-taking to achieve the insight of the contour of others’ in order to understand a vast realm of experiences beyond our own. The aim of applying interactive adult learning is to understand and extract as much as possible the knowledge and understanding critical views from the heritage observers and experts in the area of knowledge of urban heritage revitalization. The psychological setting in this ‘learning and teaching environment’ is through adult learners’ consideration that heritage observers and heritage experts play a role as ‘mentor’ as they are expert in their field and researchers as ‘mentee’ who are new in the field. Hopefully, this process of learning encountered the diversity of learning processes so that it will elevate researcher's mind to reach beyond the urban heritage revitalization's cognitive skills and professionalism.