CHAPTER 2: ADULT LEARNING

1
2.1
CHAPTER 2 ADULT LEARNING

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

2
CHAPTER 2 ADULT LEARNING
2.2

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

3
2.3
LEARNING
Human beings are unique among all living
organisms in that their primary adaptive
specialisation lies not in some particular
physical form or skill or fit in an ecological
niche, but rather in identification with the
process of adaption itself in the process of
learning. We are thus the learning species, and
our survival depends on our ability to adapt not
only in the reactive sense of fitting into the
physical and social worlds, but in the proactive
sense of creating and shaping those
worlds. (Kolb 1984 1)
4
CHAPTER 2 ADULT LEARNING
2.4

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

5
2.5
ADULTS AS LEARNERS

• The learning should be relevant to the real-life
  situations and problems.
• The learning should incorporate the rich
  experiences of the adult learners.
• The learning should involve the adult learner.

6
CHAPTER 2 ADULT LEARNING
2.6

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

7
2.7
BASIC TYPES OF LEARNING

• classical conditioning
• behaviour modification
• modelling

8
CHAPTER 2 ADULT LEARNING
2.8

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

9
2.9
A THEORY OF ADULT LEARNING
INSTRUMENTAL LEARNING
Definition Control and manipulate the
environment or other people.
PRINCIPLES OF LEARNING
6. Overlearning 7. Multiple-sense learning 8.
Feedback a. Informational b. Motivational 9.
Meaningful material 10. Transfer of learning
1. Start with known 2. Readiness to learn 3. Part
learning 4. Spaced learning 5. Active learning
10
CHAPTER 2 ADULT LEARNING
2.10

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

11
2.11
A THEORY OF ADULT LEARNING
COMMUNICATIVE LEARNING
Definition To understand what is meant by
another through speech, writing, drama, art or
dance.

• Not debate
• Debate discourages enquiry and encourages
  winning
• Rational discourse
• Understand the position of the other party and,
  in turn, to have his/her own position
  understood.
• Knowledge generation
• Externalisation, combination, internalisation,
  socialisation.

12
CHAPTER 2 ADULT LEARNING
2.12

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

13
2.13
A THEORY OF ADULT LEARNING
EMANCIPATORY LEARNING
Definition Where individuals transform their
basic forms of reference.

• Frames of reference or meaning structures
• Deep-seated underlying values and belief systems
• Consist of a hierarchy of assumptions
• Paradynamic The most basic, powerful and
  broadest set of predispositions
• Prescriptive Guidance on what one ought to or
  should do in particular situations
• Causal A behaviour or action which will cause a
  predictable and acceptable outcome

14
CHAPTER 2 ADULT LEARNING
2.14

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

15
2.15
A THEORY OF ADULT LEARNING
CRITICAL REFLECTION
Definition A process that changes a frame of
reference by discerningly examining the
foundations of beliefs.

• Disorientating dilemma a sudden and traumatic
  occurrence that challenges a paradynamic
  assumption.\
• Slow Conversion Changing clusters of causal
  and prescriptive assumptions until a paradynamic
  assumption is transformed
• Changing frames of reference is difficult as
  they are well defended and will be accompanied by
  a high emotional reaction
• Hegemonic assumptions are usually recognised as
  worthy of change

16
2.16
CHAPTER 2 ADULT LEARNING

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

17
2.17
CRITICAL THINKING
Definition The process of examining our
knowledge of a topic or the logic used to change
our knowledge of a topic.

• Components of critical thinking
• problem solving
• scientific problem solving
• system beta
• creativity
• evaluation
• dialectic thinking
• logical reflection

18
2. 18
CHAPTER 2 ADULT LEARNING

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

19
2.19
UNLEARNING

• Discarding ineffective or obsolete methods and
  theories
• A recent phenomenon because of information
  explosion
• Overwriting model erasing obsolete knowledge
  in favour of more serviceable knowledge
• Parenthetic model Old knowledge is held to
  one side (i.e. in parenthesis or brackets) while
  new knowledge is added

20
CHAPTER 2 ADULT LEARNING
2.20

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

21
2.21
HOLISTIC LEARNING

• Adult learning is not merely instrumental
  learning.
• Need a holistic view of adult learning.
• See Figure 2.1 in the textbook.
• Holistic view
• tacit knowledge and paradynamic assumptions
  interact at the sub-conscious level.
• emotions, critical thinking, critical reflection
  and explicit knowledge interact at the conscious
  level.
• sub-conscious and conscious levels affect
  behaviour at the activity level.

22
CHAPTER 2 ADULT LEARNING
2.22

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING

23
2.23
ORGANISATIONAL LEARNING

• Learning can be examined also at the
  organisation level.
• Single loop learning concentrates on the
  symptoms and is similar to instrumental learning.
• Double loop learning occurs when the underlying
  values of the system are questioned or altered.
• The organisational equivalent of hegemonic
  assumptions are called organisational defence
  mechanisms
• the undiscussables
• defensive routines.