Week 2 Learning Journal

Points to Ponder:

Are there ethical risks related to self-directed learning?

Ruminations:

At risk of sounding terribly negative, this week I chose to reflect on the responsibility of adult educators who assume goals for self-directed learning.

Merriam, et al (2007) list three goals of self-directed learning for adult educators. 

     1.  To enhance the ability of adult learners to be self-directed in their learning.

        2. To foster transformational learning

        3. To promote emancipatory learning and social action. 

As an educator, I think my goal is to foster self-directed learning as an ability to learn independently in order to fulfill one’s needs as well as desires.  I don’t think it is my place to determine what a learner’s direction should be.  Furthermore, I think one must consider that to have a preconceived goal of another person runs a risk of exerting power especially if there is perceived authority.  In other words, if I am teaching a basic technology class, I should not turn that learning activity into a push for social action unless the class is so motivated.  Through this process, it seems I lean towards goal one, understanding that as an educator I have the potential to influence adult learners in various directions through their efforts of self-directed learning.  If a determined goal is necessary, I think it should be broad and vague enough to allow the educator and the learner to determine their own goal.

I would think an educator must be concerned with their power of influence.  With the best intentions to lead a learner, an educator may impose their own views of success or “right” direction.

I have spent hours today researching ethics and self-directed learning.  All I seem to find refers to the unethical practice of allowing the student to be completely self taught as opposed to assisting in the process of learning (Brockett and Hiemstra, 1991).  I can see where that may be a concern.  Fisher (1995) speaks to this concern describing a scenario where a charismatic, articulate person could essentially act in the educator role even if he or she was not a content expert.  The students would have a feeling of satisfaction, however; they risk have true knowledge of content.  I also see potential for an educator to encourage a learning process that is more “efficient” instead of allowing the student to decide direction.  Considering the lack of research in ethical considerations of self-directed learning, I think there is a need for more study.  Is self-directed teaching a philosophy?  There are several learning models designed for self-directed learning.  Should an educator be professionally trained in the techniques?

Brokett, R. and Hiemstra, R. (1991).  Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice.  Chapter 11: Ethical Dilemmas in Self-Direction.  Retrieved from http://www-distance.syr.edu/sdlindex.html on October 28, 2012. 

Fisher, T.D. (1995).  Self-Directedness in Adult Vocational Education Students: Its Role in Learning and Implications For Instruction.  Journal for Vocational and Technical Education.  Retrieved from http://scholar.lib.vt.edu/ejournals/JVTE/v12n1/fisher.html on October 28, 2012.

Merriam, S.B., Caffarella, R.M., Baumgartner, L.M. (2007). Learning in Adulthood: A Comprehensive Guide, (3rd ed). San Francisco, CA: Jossey-Bass

Week 1 Learning Journal

Points To Ponder

The textbook says the US does not have a public policy on life long learning and no unified funding source (Merriam, Caffarella, and Baumgartner, 2007, p. 48).

Ruminations

I want to explore this policy concept.  I would think our government system might inhibit policy implementation that would look similar to other countries since we have states with their own governmental systems.  

What is a policy supposed to do?  Just because a country has a policy doesn't guarantee action.

U.S. Department of Education

After doing a bit on research, I found that the US does in fact have legislation concerning adult education, if not lifelong learning.  The Adult Education and Family Literacy Act of 1998 authorizes funding to the states for adult educational programs from literacy programs to adult education research.  The estimated budget for FY 2013 is nearly $600M for literacy and community based education and just over $11M for adult leadership educational efforts.  I don’t know what those numbers mean.  Is it enough?   

I found the U.S. Department of Education Annual Performance Report for FY11.  It seems to me that there is certainly national policy and goals pertaining to adult ed and even lifelong learning.  There is funding, but maybe not enough.  The APR does identify some areas of weakness: 

• Success of the federal initiatives is dependent on the states implement the programs and encourage retention.
• Tracking progress requires modifications to longitudinal data tracking systems.
•  More information is needed to determine if the institutions and agencies receiving the funding are in fact performing to expectation.

I

I also found a memorandum written to the State Directors of Adult Education ensuring that they are aware of funding for community based education activities offered by religious organizations.  The memo stresses that although religious organizations should not be favored, they should not be excluded from consideration of funding because they are religious.

I’m sure I don’t know all I need to know to make a judgment.  However, it does seem to me that there is more effort in establishing a national policy than the text implies.  I don’t think one can compare the US to other countries and their practices in adult education. 

I do believe in the social action role of adult education and the part educators play in globalization.  Therefore, access and the various gaps that perpetuate the field require much consideration and study.  Politics play a role in every system and can quickly become ineffective due to bureaucracy, especially when one considers how many funding layers are between a local adult educational activity and the federal government.  I will need to pay more attention to policy and various governmental efforts concerning adult education. 

References:

Amico, C. (2002).  Memorandum to State Directors of Adult Education.  Office of Vocational and Adult Education.  Retrieved from http://www2.ed.gov/policy/adulted/guid/02-19-direct-equitable.pdf on October 20, 2012

Catalog of Federal Domestic Assitance, Number 84.002, Adult Education – Basic Grants to States.  Retrieved from https://www.cfda.gov/?s=program&mode=form&tab=step1&id=3359da3a276f2ea35ef3197e7e36966d on October 20, 2012.

Catalog of Federal Domestic Assisstance, Number 84.191, Adult Education – Adult Leadership Activities.  Retrieved from https://www.cfda.gov/?s=program&mode=form&tab=step1&id=fcaa5b3297b6c7769bd9fb8669254e88 on October 20, 2012.

Merriam, S.B., Caffarella, R.M., Baumgartner, L.M. (2007). Learning in Adulthood: A Comprehensive Guide, (3rd ed). San Francisco, CA: Jossey-Bass.

U.S. Department of Education.  Adult Education and Family Literacy Act of 1998.  Retrieved from http://www2.ed.gov/policy/adulted/leg/legis.html on October 20, 2012.

U.S. Department of Education FY11 Annual Performance Report.  Retrieved from http://www2.ed.gov/about/reports/annual/2011report/2011-apr.pdf on October 20, 2012.