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According to Holton, Swanson, and Naquin (2001), the important factor in the education field is to provide an understanding of the relevant learning philosophy. In this situation, stakeholders should define a valid hypothesis for the elderly in order to improve the adult learning system. However, the essay discovers that considering the importance of having an appropriate philosophy, adult learning has been overlooked. As a result, the paper proposes the andragogy method, which seeks to improve adult literacy. Adults, according to the model, should consider that they are being subject to some learning experience. Second, the model espouses that the elderly appear to be motivated by self-direction. Third, the article reports that past experiences of learners can offer an ideal point for easy learning. The fourth consideration of the model is that adults tend to seek education when they feel there is the need for. Lastly, the model in this article indicates that intrinsic motivation drives adult learners'' desire to read.
The purpose of the article is to find a theoretical perspective that guides adult learning. In most cases, people tend to confuse between education for ordinary individuals and that of special persons such as the aged. In this article, the authors propose that the andragogy approach appears to favor adult learning.
The main idea in the article is that adult education has some unique features that call for a differentiated approach. For instance, the motivating factors for adult education differ from that of a teenager.
The information in the article is based on research. Evidently, the authors use data from other sources of information to demystify the proposed model. A model is an aspect that is built on solid academic research.
The information in this piece of writing is relevant to the facilitators of adult education. For the education system for the adults to have a positive impact, there is the need for appropriate motivational approaches as proposed by the andragogy model.
The information presented in the article variable as it is based on sound methods of research. It is possible to evaluate some of the concepts that build up this andragogy approach for adult learning.
Part One: Article Summary
In the article, "Critical Gerogogy: Developing Practical Possibilities for Critical Educational Gerontology," Marvin Formosa evaluates some of the developments that have taken place regarding adult education. According to him, there has been little research and publications on developing strategies for adult teaching strategies. In the article, Marvin recognizes the fact that Gerogogy is not like the typical form of education since the focus is to instill hope in the aging population about their ability to create change in the society. Although such intentions are ideal for this part of the community, it is unfortunate that stakeholders had not found a way of emerging reflection and action when dealing with Gerogogy (Formosa, 2002). When solving such a situation, Marvin reveals that it is vital to understand that Gerogogy should aim at creating social justice and equality. Considerably, the author indicates that this can only be achieved when the views of both the facilitators and the students of Gerogogy are prioritized.
The author evaluates some of the developments relating to research and publications that have targeted adult education. According to the writer, there has been little interest in adult learning by stakeholders within the education sector.
The author indicates that the focus of adult education is not to empower the target population but to create social justice and equality. The aged are supposed to feel accepted in the society by being exposed to the same opportunities in the community.
The information is augmentative as the writer tries to criticize the existing research on adult education. When an author takes a stand about a particular status, it is an augmentative article because he or she wants to prove a particular perspective which may not be supported by research.
The information presented in this article is ideal for educational researchers. Considerably, a critique serves as a basis for researchers to evaluate the current form of information and what should be added.
It is a variable piece of writing since the writer looks at some of the areas that have been neglected in adult education. He does not focus on criticizing but also offers what can act as solutions to the gap in adult education research.
Formosa, M. (2002). Critical gerogogy: Developing practical possibilities for critical educational gerontology. Education and Ageing, 17(1), 73-86.
Holton, E. F., Swanson, R. A., & Naquin, S. S. (2001). Andragogy in Practice: Clarifying the andragogical model of adult learning. Performance Improvement Quarterly, 14(1), 118-143.
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