Running head: PERSONAL PHILOSOPHY

Personal Philosophy of Adult Education

Adam Siwicki
Northern Illinois University

PERSONAL PHILOSOPHY

Personal Philosophy of Adult Education

Adult Education has no concreate identity. One can think of it as an umbrella term with
many divisions underneath the surface. Trying to unify Adult Education to one general definition
would be a mistake due to the enormous amount of different fields associated with it. Adult
Education needs to remain as a concept in order to encompass its diversity and continuous
knowledge.
An individuals philosophy of Adult Education should grasp the concept of what they
know to be true. It is a continuous education due to the ever-changing technological world. In
order to stay current with new technology one may need to attend classes. These classes may be
formal (credited) or nonformal (non-credited) because Adult Education can occur in a variety of
settings. This education can assist with ones profession or to simply ease an individuals
lifestyle. Humans use technology every day in almost everything they do, which is why it is
important to stay current. Adult Education is linked with current way of thinking or performing
in todays modern world.
Andragogy relates to how adults learn, which is different from pedagogy, the way a child
is taught. In pedagogy a learner is dependent and their experience is limited. The questions relate
to subject matter opposed to being problem centered like andragogy (Elias & Merriam, 2005).
According to Savicevic (1999), Andragogy fell into disuse until the early 1920s when Eugene
Rosenstock, a German social scientist charged with workers education, realized that adult
workers needed to be taught in a different way from children (p. 12). Andragogy is the art and
science of teaching adults and should be somewhat self-directed (Elias & Merriam, 2005). It
generally is intrinsically motivated, learners have a readiness to learn, and draws from past
experiences, which are all common characteristics found in adult learners.

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Malcolm Knowles created an Andragogy model. This model states an adult needs to
develop into being a self-directed learner, where they take responsibility for their own learning.
Many adults tend to be self-directed in their learning and prefer this learning style opposed to
being fed the material. Zull (2002) identified, having to problem solve and not being told the
answer enhances a persons memory. In many Higher Education classes professors act as
facilitators opposed being teachers. Professors provide in-class activities and direction to adults
learning opposed to the traditional style of lecturing. Knowles also claims that adults draw on
experiences. According to Knowles (1990) Adults come to an educational activity with both a
greater volume and different quality of experience from youths (p. 12). Adults draw on past
experiences to help promote the learning or understanding of a subject. They tend to personalize
their education based on what they have experienced. Adults need to be ready to learn so they
effectively cope can with lifes many different situations. With the many responsibilities an adult
has, readiness to learn is an important piece to their education. Adult learning is problem
centered opposed to subject centered and is motivated internally not externally (Knowles, 1990).
Knowles andragogical model accurately incorporates the assumptions of adult learners in the
world today.
Adult Education benefits not only the individual but others around them. Adults who are
constantly challenging themselves and using critical thinking skills can improve society. New
thoughts and ideas can stem from continuous education that may not have been thought of
before. The brain is like a muscle, if one does not exercise their brain it becomes out of shape.
Creativity and expression, in which this country takes pride in, become obsolete with stale
minds.

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Adult Education is a concept of continuous education that can occur in numerous settings
and stems from being a self-directed learner in todays modern world. This philosophy
encompasses everything that Adult Education is today. It can be learned in a variety of ways but
requires the learner to have some self-direction and keep education as a continuous process in
their life. This philosophy explains the extremely diverse concept of Adult Education and why it
is so difficult to give a concrete definition to.
This philosophy of Adult Education has some similarities of both liberal and radical
philosophies but is closely compared to a progressive philosophy. In order to fully understand
what a progressive philosophy entails one must look into the history. By understanding what
progressivism was and continuing to what it is today, one can fully understand the progressive
philosophy.
The progressive philosophy of teaching can be traced back to the sixteenth century where
Bishop Comenius suggested children should imitate nature as their education, rather than reading
a book (Elias & Merriam, 2005). Later, Darwin came into the picture stressing inductive
methods of science rather than deductive methods of philosophy and theology (Elias &
Merriam, 2005, p. 46). Darwin created the observation and testing of hypothesis through an
experience. Darwins ideas shaped psychology, natural sciences, philosophy, and pedagogy for
progressive educators.
When industrialization began, Americas education altered to more of a vocational
education. The theory of progressive education was created by John Dewey. Dewey claimed that
the progressive movement was the education for democracy and that the goals of education were
both individual and social. Elias and Merriam (2005) stated, This American philosopher was
involved in all aspects of progressive movement: politics, economics, social reform, and

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education (p. 48). Dewey still has his roots in American education today and is one of the most
influential philosophers this country has experienced.
Progressive education emphasizes learning by experience, vocational training,
responsiveness to social problems, changing society, self-directed learning, formal, nonformal,
informal learning (Elias & Merriam, 2005). Self-directed learning has developed from teachers
being the sole source of knowledge, to shifting it more on the students. Elias and Merriam (2005)
stated, The teachers responsibility is to organize, stimulate, instigate, and evaluate the highly
complex process of education. The teacher provides the setting conductive to learning. (p. 62).
Using this model the teacher can become a learner as well. A students response to an open ended
question allows them to critically think, which improves ones knowledge (Zull, 2002). In Higher
Education adults do not necessarily want the information to be spoon fed to them. They would
rather research, find the information, and form their own opinions/beliefs. This process of
education can occur formally (in a credited institution), nonformally (in a non-credited, HomeDepot class) or informally (unintentionally). It is continuous and can occur in a variety of
settings. This philosophy of Adult Education is parallel to the definition of a progressive
philosophy.
Other philosophies of teaching that mirror this philosophy of Adult Education are both
liberal and radical. According to Elias & Merriam (2005), liberal education was seen as the
acquiring of skills and the storing of facts. (p. 14). These skills involved cultural information
and required people obtain material to become knowledgeable. It trains minds of people opposed
to only preparing them for their careers. Education should be open to what the individuals needs
are. It can be for vocational use or simply to gain knowledge in a particular subject. Allowing
freedom to an individuals learning will aid in the idea of continuous education. Education does

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require some memorization of facts and accusation of skills in order to help an individual
succeed.
The radical philosophy was brought to life by Paulo Freire. Elias & Merriam (2005)
definition of a Radical philosophy pertaining to Adult Education is the political sense of
utilizing education to bring about social, political, and economic changes to society. (p. 139).
People are able to change their current situation and environment through a radical approach. It
allows for individuals to be subjects rather than objects and provides them the ability to form
their own beliefs and opinions. This links to the philosophy of Adult Education because it allows
for an individual to have their own ideas on todays society and provides them a sense of
involvement.
Adult Educators that want to teach adult students successfully need to be aware of the
emotional context in which learning takes place. Educators need to provide a balance of both
support and challenge for their students (Taylor & Lamoreaux, 2008). Adults want to be
challenged in the classroom. Taylor and Lamoreaux (2008) claimed, Though too much stress
greatly inhibits learning, insufficient challenge can also have a negative impact; a bored brain
stops attending (p. 57). Professors that insult an adults experiences or knowledge can have a
negative impact on their learning process. It is important for Adult Educators to have an
understanding of their students backgrounds and prior experiences to make the material relevant
to the learner.
The ideal learning environment requires an Adult Educator to provide a high level of
support and challenge. High challenge can lead to an individual becoming stressed, which stress
is not beneficial for learning. Some stress can be tolerated as long as there is a high level of

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support provided. This combination of high challenge and support provides the optimal level that
learners require to gain knowledge (Taylor & Lamoreaux, 2008).
The philosophy of Adult Education being concept of continuous education that can occur
in numerous settings and stems from being a self-directed learner in todays modern world,
connects with how the modern adult continuing their education operates. An adult looking to
continue their education in todays world must have an understanding of how to operate in it.
Information is constantly being uploaded onto the internet. The amount of information available
to people that can access it is endless and continuous. This continuation of education can
positively impact both the individual and the society they live in.

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References
Elias, J. L., & Merriam, S. B. (2005). Philosophical foundations of adult education
(3rd ed.). Malabar, FL: Krieger Publishers.
Knowles, M. S. (1990). The adult learner: A neglected species. (4th ed.). Houston, TX: Gulf
Publishing.
Savicevic, D. M. (1999). Adult education: From practice to theory building. New York: Peter
Lang.
Taylor, K., & Lamoreaux, A. (2008). Teaching with the brain in mind. New directions for adult
and continuing education, 119, 49-59.
Zull, J. E. (2002). The art of changing the brain. Sterling, VA.: Stylus.