Adult Education and Lifelong Learning

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Adult learning is a complex phenomenon that has acquired significant attention in the middle of the 20^th century. Various experiments and surveys were implemented at that period. It was found that adults (aged 25-45) learnt at the same pace as 20-year-olds did and older adults (aged 50-70) could perform equally well if time pressure was not involved (Merriam 29). The bulk of research has been significantly increased since then and modern researchers emphasize that although brain functioning (especially when it comes to memory) deteriorates due to certain physiological changes that take place in the elderly (for example, changes in blood circulation), older learners can perform well (Hill 76). Importantly, although adult learners (especially older adults) have difficulties with memorizing information within short periods, they can memorize data developing various ties with their previous experiences. Their memorizing and learning is more context-based and it is quite improper to note that adult learners’ memory is dysfunctional (Hill 75). Researchers provide various models and approaches that help educators to develop proper strategies in adult teaching (Merriam, Caffarella, and Baumgartner 86).

I believe adult learners have similar capacity to learn as younger learners have. Of course, there are some peculiarities that have to be taken into account. Some stress that aging is the central factor that contributes to deterioration of older adults’ learning capacity. Nonetheless, recent research shows that the changes that are taking place do not play decisive role in the learning process. Some of the most important aspects to pay attention to is memory. Importantly, the educator should not think that the adult learner’s capacity to memorize is low. It is important to remember that older adults simply need more time and they may need a slightly modified approach. It is also necessary to add that older learners cognition and intelligence are also important as they make the learning process context-based and, hence, effective.

The knowledge I obtained has equipped me with the understanding of the major difference between the ways young and older learners memorize information. When teaching adults, it is essential to draw ties between their experiences and new information. It is important to encourage them to analyze information rather than simply memorize it. Of course, drills can still be effective but they should also be context-based. It can also be a good idea to incorporate more discussions as learners will be able to share their experiences and expand each other’s scope of knowledge.

Lifelong learning is a key to professional and personal development. People transform their experience into “knowledge, skill, behaviors, and attitudes” and, hence, they may adjust to the changing world and respond to the challenges that arise (Cobb). Of course, it is especially important for educators who train others to fit in and complete certain tasks in the society. Educators have to constantly develop as they should have a broader perspective to be able to share their knowledge and transform it into particular skills (Jarvis 257). Educators have to be inspiring and lifelong learning can enable them to become an interesting source of knowledge and guidance for others.

Lifelong learning is an indispensable part of my life. I will continue developing in my future as well. I want to see and even foresee the changes that are or will be taking place in the society. I would like to be able to equip people with the latest and most advanced knowledge and skills. For this, I will learn and develop new skills and attitudes.

I also think that lifelong learning is the key to the best practices in higher education. Of course, this is true for any type of education and even self-learning. Nonetheless, it is especially important for higher education as it provides a broader perspective on all aspects of people’s lives. Higher education is associated with frameworks and trends that shape the way people interact and societies develop. Clearly, it is important for educators to learn every day of their life to remain updated.

It is possible to outline certain goals to make learning more structured and effective. One of my goals will be to take an active part in the academic debate on various topics. I will develop academic works that will expand the scope of the field. Another goal is my future participation in certain societies. This will help me keep in touch with many high-profile professionals, share knowledge and experience as well as remain updated on a variety of issues. My third goal is to become an effective practitioner, as I believe that it is impossible to contribute to the field without developing various approaches and evaluating their effectiveness through teaching different groups of people. I believe these goals are attainable and, hence, I think I will succeed in my strive for becoming an efficient educator.

I have also found a valuable resource that can help me achieve my goals. The website of American Association for Adult and Continuing Education contains various resources including scholarly articles, information on conferences, links to specific groups and so on (“Welcome to the AAACE Website”).

Works Cited

Cobb, Jeff. A Definition of Learning. 2009. Web.

Hill, Lilian H. “The brain and consciousness: Sources of information for understanding adult learning.” New Directions for Adult and Continuing Education, 89 (2008): 73-81. Print.

Jarvis, Peter. Adult Education and Lifelong Learning: Theory and Practice. New York: Routledge, 2010. Print.

Merriam, Sharan B. “Adult Learning.” Sustainability in the Australasian University Context. Ed. Kjell Rubenson. Oxon: Academic Press, 2011. 29-35. Print.

Merriam, Sharan B., Rosemary S. Caffarella, and Lisa M. Baumgartner. Adult Education and Lifelong Learning: Theory and Practice. San Francisco: Routledge, 2010. Print.

Welcome to the AAACE Website.2015. Web.

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Adult Education and Lifelong Learning

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