INCREASING ADULT LEARNING

Abstract

Since I left full‐time education many years ago, it has often struck me that whenever I return to a learning situation, whether it is a formal course or a half‐day workshop, I immediately adopt the role of a student — or at least the role I was taught to adopt by my Yorkshire schoolmasters. I find myself seated behind a desk and waiting for my intellectual batteries to be recharged with knowledge. Expecting to be taught, I am always wrong‐footed by other students, who enter the room with a confident flourish and launch into an animated discussion or explanation of what they expect to get out of the day, and where they can contribute. Often the trainer responds to this approach, leaving me way behind and scrambling to catch up. As a result of a number of such experiences, it struck me that there may be other adult learners in a similar position who would enjoy an opportunity to explore some of the issues of adult learning, as a survival strategy for future use. Equally, there may be trainers who would wish to examine the adult learner more closely, to find out more about this peculiar animal and to develop strategies that are effective.

Citation

Stuart, R. (1988), "INCREASING ADULT LEARNING", Journal of European Industrial Training, Vol. 12 No. 2, pp. 29-32. https://doi.org/10.1108/eb014250