Adult education philosophy

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Philosophy of Adult Education. This is the Philosophy of Adult Education Inventory, originally developed and documented by Lorraine M. Zinn. There are 15 items in this inventory, each beginning with an incomplete sentence followed by five options that might complete the sentence.

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Elias, John L.; Merriam, Sharan B. This book examines the philosophical foundations of adult education (AE). The following topics are discussed: philosophy of AE (philosophy and action in theory and practice and philosophy for adult educators); liberal AE (historical development, liberal education.

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Of the five adult education philosophies, the one which best describes an educator with a teaching philosophy based on self-directed learning is the humanistic philoso-phy. The pressing issue for one with such a philosophy is how to translate it into the teaching and learning process.


Learning and education are indispensable to all community efforts for positive change. The job of an adult educator is to assist individuals, the community and its institutions to adopt a posture of learning. Important contributors to this philosophy: Freire, Illich, Kozol, Shor, Habermas, Ohliger, Collins, and Perelman These five philosophies provide a clear framework to understand the different definitions, goals, roles, concepts, methods and scholars within Adult Education.
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Adult Education Philosophy Drawing conclusion of what adult education is requires different perspectives of philosophies. A conclusion of adult education takes preparation of words and thought to clearly provide a proper response of what the function and purpose is of adult education.

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philosophy of adult education, radical and critical philosophy has had a lasting effect on me. Therefore, the teaching process that I use calls for the teacher to serve as facilitator and for students to assume responsibility of their own learning. This article argues that adult educators need to adapt their philosophy and roles to fa-cilitate adult learners’ transformative learning and proposes a model that illustrates this process. The most common purposes of adult education reflect six underlying philosophies as fully discussed by Elias and Merriam.

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Philosophy of Education (Example #2) Through the classes I have taken at Wartburg College and my experiences in the classroom, I have developed a personal teaching philosophy that will be implemented into my future classrooms. I am continually being prepared for an inclusive classroom, and either way, I will. Section III - Philosophical Perspectives in Education Part 4. Related Theories of Learning (Psychological Orientations) Related to both the metaphysical worldview philosophies and the educational philosophies are theories of learning that focus on how learning occurs, the psychological orientations. They provide structures for the instructional aspects of teaching, suggesting methods that are related to their perspective on learning.

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from Adult Education that the philosophies of Adult Education are considered adequate for Training and Development, and there is no compelling need at this time for unique phi-losophies of Training and Development. In either case, because there are no documented philosophies in the literature of the field, prac-. In particular, adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for that learning, and that the learning itself should respond to their needs.
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