Learning per se has been a much-debated subject throughout history. In fact, renowned adult education experts tell us that learning is a complex topic that has fascinated thinkers as far back to the times of Plato and Aristotle (Merriam, Caffarella, & Baumgartner, 2007) . Elsewhere, the need to learn, for whatever reasons, has incited more adults to engage in schooling and training in the last two decades. With this increasing adult learner population, the need to understand how adults learn has been highlighted in their educational success. This week, as I explored some of the major adult learning theory, I found the ones that resonated with me the most were the social cognitivist, constructionist, and humanist perspectives. I was glad the aforementioned theories addressed some of the holistic, social cognitive and individual aspects that relate to learning.
I share the view that there is a reciprocal causation between the learning environment and culture, personality, and cognition (Bandura (1986) as cited in Merriam, Caffarella, & Baumgartner, 2007). In the words of Bandura (1989), “Expectations, beliefs, self-perceptions, goals and intentions give shape and direction to behavior” (p. 3). Constructivism is another model that resonated with me. This theory emphasized “both individual mental activity and a socially interactive change” (Merriam, Caffarella, & Baumgartner, 2007, p. 297) . I believe learning is more enhanced when the student is actively involved, whether they participate in the designing process or not. Thus, constructivism’s emphasis on individual accountability, motivation, mental processing, and a socially responsive environment deeply resonate with me.
Finally, the holistic approach of learning from the humanist perspective also appealed to me. Merriam & Kim (2008 ) relayed the non-Western systems that acknowledge, “Learning involves not only the mind but the body, the spirit, and the emotions” (p. 76). I am often more engaged when the learning environment addresses my kinesthetic and emotional needs. Likewise, I believe in the transformational [and spiritual] aspect of learning, which ties it to personal growth and development (Rogers (1983) as cited in Merriam, Caffarella, & Baumgartner, 2007). I want to learn things that will improve my life whether to adopt a new behavior or to change certain views and practices. Furthermore, the learner-centered learning aspect of the humanistic approach also resonated with me in the sense that learning has to be relevant and responsive to the learner’s needs.
Nonetheless, while I view some learning styles to be more congruent to mine, the awareness of the various learning theories challenges me to broaden my thinking in order to help adults, other than me, learn successfully. More than anything, the different theories offer a repertoire of strategies and perspectives readily available educators can use to respond to the needs of my adult students. Ultimately, each one of the theories can bring about successful learning if educators choose one that is most responsive to the student’s needs. Looking forward, I have grasped the importance a learner-centered approach that necessitates knowledge of the individual students and the creation of relevant learning opportunities.
For more information about adult learning theories, consult the following references:
Merriam, S. B., & Kim, Y. S. (2008 , Fall). Non-western perspectives on learning and knowing. New Directions for Adult and Continuing Education(119). doi:10.1002/ace
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: John Wiley & Sons, Inc.
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