Exploring disparate philosophies and applications of adult education practice illuminates principles that can contribute to effective adult education practice to facilitate lifelong learning. However, only one thing seems clear: no single approach alone adequately addresses the diverse abilities of individual learners, the multiple missions of institutions, the changing needs of society, and the dynamic environment of markets and cultures.

For example, exploring major adult learning models provided insights into how some adults learn in some situations but did not find a universal prescriptive approach.

Andragogy

Presented as the art and science of teaching adults, Andragogy provides a valuable framework. It serves as the foundation of nontraditional adult education programs by offering assumptions and tools for facilitating adult learners toward autonomy in perpetual learning. Andragogy also provides best practices for engaging capable learners of all ages in self-directed learning. However, Andragogy is an incomplete theory with limited empirical support and may have limited applications in cultures that do not value individual autonomy.

Experiential learning

Experiential learning provides a framework for engaging individuals, groups, and organizations in acquiring, disseminating, and evaluating information to adapt more effectively in dynamic environments. However, experiential learning can be limited by the individual’s subjectivity and depth of experience.

Self-directed learning

Self-directed learning provides insights into how some individuals take the initiative for their own learning. However, self-direction is not universal to and among adults, may result in learning that has no objective value, and ignores the value of social factors that facilitate learning.

In the brain

The dynamic interaction of traditional and nontraditional philosophies is opening opportunities for alternative learning models to enter the mainstream. These alternative models seem to return to ancient forms of teaching that developed the human as a spiritual, physical, and social entity, not just as a mind. Somatic or embodied learning focuses on how learning occurs through the body and emphasizes spirituality in learning.

Disruption to acceptance

Of course, adult education practice is not limited to these three theories. As a disruptive model, traditional education has been critical of institutions that have offered nontraditional programs to meet adults’ unique developmental needs and abilities. However, traditional education is recognizing that many of the assumptions and practices in adult education translate into creating more effective learning environments for students of all ages. Nontraditional institutions are also modifying practices as experience demonstrates the value of some traditional methods.

Fringe alternatives in the mainstream

Some educators are bringing spirituality learning out of religion to help individuals make meaning of experience. Non-western perspectives like those found in the spiritual traditions of eastern religions and indigenous cultures worldwide are becoming increasingly popular as alternatives to traditional education in the United States. In addition, critical theory, postmodernism, feminism, sexual politics, and racial politics are increasingly influencing adult education practice. Alternative philosophies provide western adult educators with new ways to consider the nature and purpose of learning. This leads to teaching approaches that can build more dynamic learning environments that help learners and educators navigate the cultural dynamics that influence learning and meaning-making [6].

This rich array of traditional, nontraditional, and emerging philosophies beneath emerging practices in adult learning provide different perspectives and approaches. However, each seems to represent only a portion of a massive dynamic system that remains undefined.

Towards methodological integration

Methodological myopia from relying on a single philosophical perspective or instructional technique will not work in adult higher education environments. The diverse nature of the adult learner seems to require a pragmatic approach that accommodates a broad range of strategies while applying the specific application for each event. Some interpreters and organizations have analyzed adult learning from multiple perspectives to find the common elements that may point to best practices or principles applicable across all environments.

Reviewing some of the best practices presented by theorists like Knowles and interpreters like Maehl uncovers common elements that seem to define adults as learners. This includes that adult learners are different from youth, capable of learning, needs-based, and complex. Some of the principles that build on these commonalities include

• Build adult learning applications on these commonalities require that the program carefully address the needs of the learner.
• Design programs around the desired outcome.
• Center instruction on the learner.
• Integrate relevant social dynamics to enhance and accelerate learning.
• Recognize the value of the learner’s experience.
• Provide continuous feedback.
• Mitigate barriers to student success.

However, each of these principles may be argued when viewed from different perspectives. In other words, any principle perceived through one perspective may only be applicable in that limited environment.

What seems clear is that the educator needs to consider the needs, abilities, history, and characteristics of the learners, the context, and the environment in which learning will take place.

What do you think?

Essential to close with, emerging research in brain science is starting to shed light on how the adult brain learns. This research is helping to validate some perspectives while relegating others to the historical dustbin. Research on how the brain learns suggests strategies and techniques that could facilitate lifelong learning and enhance adult longevity. Critics in traditional education argue that lab findings do not necessarily translate into classroom applications. Also, many hucksters are promoting brain-based learning programs that propagate myth more than effective practice. However, brain research has debunked traditional theories that presented adulthood as a period of decline. The opposite is emerging. Neurology research is proving that adulthood is a period of new possibility. Adults are capable of learning at all phases of life. The emerging field of adult education provides a rich array of possibilities for enriching the lives of individuals while meeting the needs of society.