Introduction
Adults differ from children in many ways, including how they perceive the process of education and knowledge growth. While children absorb new knowledge like a sponge, they are often difficult to control. They have trouble keeping their attention on subjects they do not perceive as interesting and often lack discipline and a greater scope of what they are studying (Knowles et al., 2020). Adults are different, for they often learn with specific goals in mind. This paper explores two significant theories of adult learning: The experiential Learning Theory of Carl Rogers and the Self-Directed Learning Theory by Allen Tough.
Experiential Learning Theory of Carl Rogers
The experiential learning theory of Carl Rogers is defined by admitting that there are different types of learning – cognitive and experiential. The former stands for all knowledge that does not have a direct practical application (Fenwick & Tennant, 2020). History, for example, will not be used to repair a car, land oneself a job, or any other immediate practical matters. The same stands for almost all academic knowledge. On the other hand, learning about airplanes to build one constitutes applied knowledge.
Thus, Carl Rogers identifies experiential learning as dominant in personal development, as it addresses the learner’s direct needs, thus receiving most of their motivation and attention (Fenwick & Tennant, 2020). It is also measurable with concrete results by the end of the learning process. As defined by Rogers, the criteria of experiential learning include significant personal involvement, self-actualization and self-initiation, and long-term effects on the learner.
Rogers views experiential learners undergo change and growth whenever they apply themselves to this information acquisition and processing type. This is particularly visible in adults, who possess full autonomy and the capacity to exercise their free will (something children do not have). While all adults have the natural propensity to learn, the role of a teacher is viewed differently in their case. A teacher should address the following when establishing a learning environment for adults (Fenwick & Tennant, 2020):
- Set up a positive learning climate;
- Ensure that the purposes of the learners align;
- Organize resources to make them available to learners;
- Balance intellectual and emotional components;
- Manage the feelings and thoughts of students without feeling overbearing.
It is important to note that adult learners not only have a greater degree of self-autonomy, but also value respect and understanding of more significant goals of learning. Rogers notes that if a student does not participate entirely and does not have control over the nature or direction of learning, the learning experience will not occur. Learning should be aimed at solving personal, social, or research processes, emphasizing self-evaluation. A prerequisite for learning in adults is the desire to change – while children often do not have any experience to fall back on, their counterparts often require restructuring how they view matters and think to re-learn them (Fenwick & Tennant, 2020). Such a task may be challenging for adult learners.
Self-Directed Learning Theory by Allen Tough
Self-directed learning theory by Allen Tough zeroes in on the idea that all learning must come from one’s own free will. The theory is less applicable to child students, who are often sent to school against their best wishes, as they cannot fully comprehend what is necessary for them and what is not (Morris, 2019). It is tough to force an adult to learn something they do not view as necessary or interesting, as they can just refuse to learn and walk away. Therefore, free will and desire for knowledge must be present in adult students so that they can even assemble in a class. Self-directed learning theory believes that the desire to learn comes from self-actualization, so the student must grow to want to learn, and the purpose of the teacher is, first and foremost, to fan the flames and get them interested in the process while also providing loose guidance (Morris, 2019).
Under the guidance theory, the teacher’s presence in the classroom is minimal, as the responsibility to learn is placed primarily on the students. Such a model can often be seen in universities instead of schools (Morris, 2019). Students are expected to know what they want and seek to achieve it through personal motivation.
This theory runs opposite to the behavioral theory of learning, which views students as beings that need to be forced or coerced into understanding new knowledge. It is similar to the experiential learning theory of Carl Rogers in identifying the necessary prerequisites for learning: Providing a safe learning environment, promoting self-evaluation, and fostering engagement to inspire students to be self-motivated to learn (Morris, 2019). The roots of both theories can be found in a humanistic approach to studying, which accounts for similarities. The primary conclusion of Tough’s theory is that the teacher is not the leading component in learning – they assist the adults when needed, with the latter being the initiators and facilitators of the process.
Conclusions
Adults learn things differently compared to children—they do so with a purpose and a sense of control. Theories of adult learning by Allen Tough and Carl Rogers concur that the adult learner should be placed at the head of the learning process, with the purpose of solving a specific issue or completing self-defined goals or tasks. The role of the teacher is reduced to that of a guide or a mentor, providing expert advice on the growth path.
References
Fenwick, T., & Tennant, M. (2020). Dimensions of adult learning. Routledge.
Knowles, M. S., Elfwood, F. H., Swanson, R. A., & Robinson, P. A. (2020). The adult learner: The definitive classic in adult education and human resource development. Routledge.
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633-653.