Adult Education: Assimilation or Authenticity

One of the persisting debates amongst adult educators is if adult learners have a greater desire to learn and are more engaged in learning when educators practice authenticity in their teaching. The question of authenticity versus assimilation often arises when educators discuss effective teaching methods and how to ensure that the learners are fully engaged and learning is successful. When discussing assimilation and authenticity in relation to adult learners and educators it is important to define their meanings. Assimilation refers to the educator who conforms to the mainstream form of education, for example the traditional teacher directed learning environment and lecture method of teaching. Whereas authenticity refers to a more genuine and holistic method of educating and both the learner and educator are mutually engaged in learning. When I reflect on this topic the question that often arises for me is: Are students more conducive to learning when educators practice conformity or when the educator is genuine, sincere and open with the learners?

When trying to answer the above question I think it is important to recognize that the foremost understanding of adult education is that adult learners are self directed learners. Adult education, as defined by Stubblefield and Kett (1988), is “a voluntary activity characterized by the self-direction of adult learners who are attempting to improve their personalities: personal improvement was the fundamental motive of individuals for learning” (Stubblefield & Kett, p. 3).

I have recognized that one of the leading philosophies of adult education is lifelong learning and the adult’s desire to learn; they want to perfect their skills and knowledge base. Huey B. Long (2004) describes adult learners as “being self-directing, as deriving only positive benefits from experience, as possessing great readiness to learn, as voluntarily entering an education activity with a life-centered, task-centered, or problem centered orientation to learning, as being internally motivated” (Long, 2004, p. 23). Additionally, for adult learners the practice of learning should be straight forward; education should be focused on the need to know and the understanding of how the content will help in personal growth. More importantly, to achieve their educational goals learners have an expectation that educators not only need to be effective, engaging, and have extensive knowledge in their field, but they must also be genuine and open as well as being able to connect with student.

I argue that adult learners are more adept to engaging in the learning process when they are able to establish a connection with their educator. Learners know when a teacher is not authentic; they sense a disconnect when an educator has conformed to any general form of teaching rather than developing their own feel for educating. Michael W. Galbraith (2004) states that, “Whatever kind of teacher…it is essential to be authentic and to discover and develop your own teaching style” (Galbraith, 2004, p. 6). And while it may seem much easier to conform their teaching style, educators need to look beyond assimilation and develop a more holistic way of teaching.

Authentic and holistic education allows for the learner to be an active participant in learning. bell hooks (1994) describes how holistic education emphasizes well being and promotes self-actualization. The key to holistic education is to enrich and enhance learning. Additionally education should be a practice of freedom that “allows students to assume responsibility for their choices” (hooks, 1994, p. 19). By employing the holistic model educators not only empower their learners, but more importantly grow and connect with the learner which is an essential component in adult education.

An excellent example of holistic and authentic education is the traditional modes of education in Africa, such as teaching through the use of storytelling, proverbs and myths. These methods of teaching do not conform to the formal ‘school system’ education. If we examine these African approaches we are shown how holistic education is another way of acquiring lifelong learning which is just as successful and effective as the system of formal education. Michael Omolewa (2007) writes, “African traditional education is focused on the attainment of quality education, with centers of excellence that are recognized and profoundly appreciated by the stakeholders of the educational system” (Omolewa, 2007, pp. 596-597). These approaches not only cultivate the mind of the learner, but are also more desirable and engaging ways of learning.

Another prime example of authentic education was employed by the Shanghai YWCA during the late 1920’s early 1930’s in China. The YWCA and adult educators established schools in the silk factory district of Shanghai and used entertainment as a resource for education rather relying solely on classroom style teaching. Boshier and Huang (2007) wrote “The Shanghai Y staged debates and live theater focusing on social conditions. As well, there were folk art theatres in the side streets” (Boshier & Huang, 2007, p. 340). While one of the main goals of adult learners in China was to help turn impoverished female silk workers into activists for social justice, it is important to recognize that educators were able to engage the silk workers by developing a distinctive way of teaching.

Although adult education as a formal institutional concept was only established and studied in the early 1920s (Stubblefield and Kett), the practice of adult education and the ideal of lifelong learning have been around for centuries. Adult learners rely not only on the educator’s knowledge base, but also the educator’s ability to recognize the learner’s educational needs as well as their ability to connect with the learner. Moreover, educators must recognize that adult learners will not respond to learning in a positive manner when the educator is not genuine. As an adult educator I firmly believe that in order for learning to be successful and to promote lifelong learning we must move away from assimilation and practice authentic ways of educating.

References
Boshier, R., & Huang,Y. (2007). The untold story of “foreign devil” adult educators in shanghai silk factories (1920 to 1949). Adult Education Quarterly, 57(4), 329-345. doi: 10.1177/0741713607302363

Galbraith, M.W. (Ed). (2004). Adult learning methods, 3rd ed. Malabar, FL: Krieger.

hooks, b. (1994). Teaching to Transgress. New York, NY: Routledge.

Long, H. (2004). Understanding adult educators. In Galbraith, M.W. (Ed), Adult learning methods (pp. 23-39). 3rd ed. Malabar, FL: Krieger.

Omolewa, M. (2007). Traditional African modes of education: their relevance in the modern world. International Review of Education, 53, 593-612. doi 10.1007/s11159-007-9060-1

Stubblefield, H.W. (1988). Towards a history of adult education in America. London: Croom Helm.