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Lifelong Learning: Fact or Fantasy?

Lifelong Learning: Fact or Fantasy? TIME OUT I s adult education synonymous adult education in terms of the premature death. The absence of Perhaps it’s time for us to ap- Nith lifelong learning or is it learner, it seems to me that we learning may be as devastating in proach education and learning, ;imply a response to the special- inevitably start attaching labels, the long run as are physical and whether it is adult or elementary, zed needs of some adults? Adult i.e., adult education is occupa- emotional starvation. Perhaps the formal or informal, in another :ducation can be broadly defined tional training, vocational train- profession of adult education way. Perhaps it’s time for adult 1s any organized learning activity ing, general education, social or should have as its mission a re- education to adopt tactics of nvolving adult learners and a recreational training, family train- sponse to this basic human need. Madison Avenue and do a sales eacher who is either present ing, or civic training. Since adult Somehow, as our culture has job, or a massive reeducation of )r on tape. Much of the field’s education is all of those things developed, many people have the public view of learning. When iterature seeks to define adult and more, it appears that we have come to view learning as a you examine the last thirty years :ducation in terms of the needs not defined it at all, but simply chore-a requirement until age of reeducation that has been ac- ind motivations of the adult listed some of its characteristics. sixteen-instead of a human complished with regard to smok- earner. This methodology allows There is also the question as to necessity, a lifelong requirement ing, exercise, race relations, and idult education curriculum plan- whether or not this dependence and commitment. Social scientists drinking, one wonders if the who work with the elderly often ners to develop relevant learning on defining adult education in same approach might not work terms of learner characteristics theorize about what makes one with the concept of lifelong opportunities for groups of adult learners and to attractively allows the profession to develop person alert and vibrant well into learning. package and sell them. Given the and fulfill its mission. hislher last years, and another To me this is a legitimate role withdrawn and declining. I would psychology of the current Ameri- I would like to suggest that for adult educators, and the pro- can business and funding climate, learning is a basic human need, suggest that one of the primary fession of adult education, that is, larger numbers of adult learners as basic as food, shelter, love, sex, differences is the willingness and to research and inform the public enthusiasm for learning, regard- are frequently equated with suc- and safety, and that it perhaps not only about the value of, but cess for the profession, and larger should have been included in the less of age or physical condition. the necessity for, lifelong learning first level of Maslow’s hierarchy of A thirty-three year study of the numbers produce funding and in order to continue to be vibrant, needs. This view of learning is intellectual ability of more than associated benefits. The profession healthy humans throughout our 4,000 people ranging in age from entire lives. A also gains credibility as its num- different from current theories about adult learning in which their twenties to their nineties bers and funding base grow. adult learning is defined in terms (Shaie) concluded that “People who But, perhaps we are missing the point. As a field with an of the learner’s needs (i.e., moti- are open to change, active, and who vation, barriers to learning) and continue to ‘learn’ either formally organized, systematic body of adult learning educational needs or informally tend to age more knowledge, adult education is a -by Kay L. curter young, growing, and evolving (i.e., remedial, vocational, occupa- slowly.” Further, some of the risk Boise Centq Adult profession. I believe that we tional, or civic). I believe learning factors identified as causing signi- limit it when we try to define, may be an inherent human need; ficant reductions in mental abili- Education Department xganize, and systematize it and one that, if not fulfilled, may ties and premature aging were University of Idaho round the individual needs of cause a human being to develop “an unstimulating or sedentary the adult learner. By defining dysfunctional, pathological life, [and] low education level ‘with behavior, and possibly even suffer no effort to continue learning: . .” Enougb Tiq confinuedjtom p. 30 when I give traditional tests. lengthy. The study guides, I feel tion for memorization’s sake On the first day of class, students cover the most important topics. removed. Learner Evaluatlon are instructed they will complete Helps summarize the chapter. It’s Our understanding of the typ an “Exit Inventory” at the end of Student evaluation of the study good for the person who doesn’t of learners we have and the the class using the study guides guide process has been positive. Fol- have a lot of time.” amount of time they can realis- (but not notes or any books). lowing are some of their responses: “The study guides helped me tically afford are necessary con- Students will circle only the cor- “Yes, a lot, because just reading to be less intense about the chap- siderations to explore before we rect awe to each multiple- isn’t enough for me. I had to ters and the less important points. create our course outline. A choice statement. Results from the think more with the study guide.” (I deal in over-kill most of the time!) -by Rene’ Dhz-Lefebwq Exit Inventories are very en- “I thought the study guide was They helped me focus on main psYcbo@y Department couqng in demonstrating an excellent review of each issues and critically read for info.” recognition (enhancement of long- Rio Salad0 Community chapter. The class discussion was In the final analysis, students are term memory) of previously informative and I was able to ob- more interested and challenged and College learned study guides. In addition, tain more clarity of the subject.” remember more with the great Phoenix, Arizona scores tend to be higher than “YH! The chapter can be stress and anxieties of memorim February 1990 A 31 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Lifelong Learning: Fact or Fantasy?

Carter, Kay L.
Adult Learning , Volume 2 (1): 1 – Sep 1, 1990
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Publisher
SAGE
Copyright
© 1990 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959000200113
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Abstract

TIME OUT I s adult education synonymous adult education in terms of the premature death. The absence of Perhaps it’s time for us to ap- Nith lifelong learning or is it learner, it seems to me that we learning may be as devastating in proach education and learning, ;imply a response to the special- inevitably start attaching labels, the long run as are physical and whether it is adult or elementary, zed needs of some adults? Adult i.e., adult education is occupa- emotional starvation. Perhaps the formal or informal, in another :ducation can be broadly defined tional training, vocational train- profession of adult education way. Perhaps it’s time for adult 1s any organized learning activity ing, general education, social or should have as its mission a re- education to adopt tactics of nvolving adult learners and a recreational training, family train- sponse to this basic human need. Madison Avenue and do a sales eacher who is either present ing, or civic training. Since adult Somehow, as our culture has job, or a massive reeducation of )r on tape. Much of the field’s education is all of those things developed, many people have the public view of learning. When iterature seeks to define adult and more, it appears that we have come to view learning as a you examine the last thirty years :ducation in terms of the needs not defined it at all, but simply chore-a requirement until age of reeducation that has been ac- ind motivations of the adult listed some of its characteristics. sixteen-instead of a human complished with regard to smok- earner. This methodology allows There is also the question as to necessity, a lifelong requirement ing, exercise, race relations, and idult education curriculum plan- whether or not this dependence and commitment. Social scientists drinking, one wonders if the who work with the elderly often ners to develop relevant learning on defining adult education in same approach might not work terms of learner characteristics theorize about what makes one with the concept of lifelong opportunities for groups of adult learners and to attractively allows the profession to develop person alert and vibrant well into learning. package and sell them. Given the and fulfill its mission. hislher last years, and another To me this is a legitimate role withdrawn and declining. I would psychology of the current Ameri- I would like to suggest that for adult educators, and the pro- can business and funding climate, learning is a basic human need, suggest that one of the primary fession of adult education, that is, larger numbers of adult learners as basic as food, shelter, love, sex, differences is the willingness and to research and inform the public enthusiasm for learning, regard- are frequently equated with suc- and safety, and that it perhaps not only about the value of, but cess for the profession, and larger should have been included in the less of age or physical condition. the necessity for, lifelong learning first level of Maslow’s hierarchy of A thirty-three year study of the numbers produce funding and in order to continue to be vibrant, needs. This view of learning is intellectual ability of more than associated benefits. The profession healthy humans throughout our 4,000 people ranging in age from entire lives. A also gains credibility as its num- different from current theories about adult learning in which their twenties to their nineties bers and funding base grow. adult learning is defined in terms (Shaie) concluded that “People who But, perhaps we are missing the point. As a field with an of the learner’s needs (i.e., moti- are open to change, active, and who vation, barriers to learning) and continue to ‘learn’ either formally organized, systematic body of adult learning educational needs or informally tend to age more knowledge, adult education is a -by Kay L. curter young, growing, and evolving (i.e., remedial, vocational, occupa- slowly.” Further, some of the risk Boise Centq Adult profession. I believe that we tional, or civic). I believe learning factors identified as causing signi- limit it when we try to define, may be an inherent human need; ficant reductions in mental abili- Education Department xganize, and systematize it and one that, if not fulfilled, may ties and premature aging were University of Idaho round the individual needs of cause a human being to develop “an unstimulating or sedentary the adult learner. By defining dysfunctional, pathological life, [and] low education level ‘with behavior, and possibly even suffer no effort to continue learning: . .” Enougb Tiq confinuedjtom p. 30 when I give traditional tests. lengthy. The study guides, I feel tion for memorization’s sake On the first day of class, students cover the most important topics. removed. Learner Evaluatlon are instructed they will complete Helps summarize the chapter. It’s Our understanding of the typ an “Exit Inventory” at the end of Student evaluation of the study good for the person who doesn’t of learners we have and the the class using the study guides guide process has been positive. Fol- have a lot of time.” amount of time they can realis- (but not notes or any books). lowing are some of their responses: “The study guides helped me tically afford are necessary con- Students will circle only the cor- “Yes, a lot, because just reading to be less intense about the chap- siderations to explore before we rect awe to each multiple- isn’t enough for me. I had to ters and the less important points. create our course outline. A choice statement. Results from the think more with the study guide.” (I deal in over-kill most of the time!) -by Rene’ Dhz-Lefebwq Exit Inventories are very en- “I thought the study guide was They helped me focus on main psYcbo@y Department couqng in demonstrating an excellent review of each issues and critically read for info.” recognition (enhancement of long- Rio Salad0 Community chapter. The class discussion was In the final analysis, students are term memory) of previously informative and I was able to ob- more interested and challenged and College learned study guides. In addition, tain more clarity of the subject.” remember more with the great Phoenix, Arizona scores tend to be higher than “YH! The chapter can be stress and anxieties of memorim February 1990 A 31

Journal

Adult Learning – SAGE

Published: Sep 1, 1990

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