Assignment Task: The student must post at least 1 reply of at least 400 words
Additional length beyond the suggestion may be necessary in order to display complete thoughts and critique commensurate with insight and depth at this level of study. For each thread, students must support their assertions with broad references to the class sources in APA format.
- At least 400 words
- APA 7th Ed
As you work on this discussion, thinking about it all realistically and in terms of what actually helps you as a student. For some reason we can often lose our sense of empathy for roles we aren't currently filling.
That is, we think about our own perspective pretty exclusively and forget about other roles that we're not currently filling.
I know I can fall victim to that as a professor! It's always helpful for me to think about what it was like when I was a student. What did I want from my studies? From my professor? What were my fears and hopes as a student?
As you wrap up and consider this, tap into your experience and feelings as a student and consider how you would address those needs on "the other side" of the equation as a professor! Need Assignment Help?
1. Most Important Concepts: Self-Directed Learning and Experience
After reviewing Learning in Adulthood by Merriam and Baumgartner (2020), the two most important concepts in adult learning are self-directed learning and experience. These concepts are foundational because they align not only with adult learners' developmental needs but also with the structure of transformative learning. Self-directed learning acknowledges adults as autonomous individuals capable of directing their learning based on goals, values, and past experiences. Merriam and Baumgartner (2020) emphasize that adult learners prefer to take ownership of their learning processes, seeking relevance and personal meaning. This aligns with Knowles' and ragogical principles, which argue that adult learning is most effective when it is learner-centered and problem-oriented.
Experience, meanwhile, is inseparable from adult learning. Adults bring a wealth of life experience into the learning environment, which can serve as both a resource and a filter. As Mezirow's transformative learning theory suggests, critical reflection on past experiences can lead to profound personal and cognitive shifts (Merriam & Baumgartner, 2020). Learning that integrates experience invites learners to connect new knowledge with their past, facilitating deeper insight and long-term retention.
A 2023 study by Bohlmann and Pretorius supports these priorities. Their research on professional identity development among adult learners showed that experiential learning and self-direction not only increased content retention but also fostered learner empowerment and growth. When adult learners were encouraged to direct their learning and reflect on experience, they demonstrated stronger engagement and long-term application of concepts.
These two concepts are critical for the facilitation of meaningful and transformative learning experiences and create a framework that values the autonomy and wisdom that adult learners bring to educational settings.
2. Underlying Theme: Transformation through Purposeful Engagement
An underlying theme that emerges across the discussion of self-directed learning, experience, and other adult learning concepts is transformation through purposeful engagement. Adult learners are not empty vessels; they are individuals with histories, values, and often a desire to find personal or vocational fulfillment through learning. This theme reinforces the necessity of authentic, relevant, and goal-oriented instruction.
Among the elements that are under our control as educators, the most impactful is creating an environment that encourages reflection, critical thinking, and application. One strategy is to frame content around real-world challenges and allow learners to integrate their own stories and values into their learning. Providing opportunities for collaborative discussion, case studies, and problem-solving exercises grounded in learners' personal or professional lives can deepen understanding and motivation (Taylor & Cranton, 2022).
As Christian educators, we are called to see each learner as uniquely made in the image of God. This perspective invites us to honor each learner's journey and potential. Proverbs 18 reminds us that "An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge" (Proverbs 18:15, Christian Standard Bible, 2017). As facilitators of adult learning, we are stewards of that wisdom process. It is our responsibility to structure learning environments that help individuals not just absorb information but transform their hearts and minds toward their calling.
3. Application to Teaching Demonstration: Internal Family Systems (IFS)
In my own teaching demonstration, I plan to apply these adult learning principles to teaching Internal Family Systems (IFS) therapy to graduate-level counseling students. IFS is a sophisticated model that requires more than theoretical understanding; it demands inner reflection, applied practice, and personal insight. Teaching IFS through the lens of adult learning theory allows for a more holistic and transformative instructional experience.
To align with self-directed learning, students will be invited to explore their own internal "parts" and understand the IFS model in a way that connects with their personal and professional experiences. Learners will engage in reflective journaling, self-assessment tools, and group practice exercises to facilitate ownership of their learning process.
Experience-based learning will be emphasized through role-playing therapy sessions, case studies, and experiential activities that simulate the internal dialogue central to IFS. These methods allow students to apply theoretical concepts in meaningful contexts, encouraging deeper integration of knowledge and skills.
Finally, as a Christian educator, I will guide students to recognize the redemptive and healing aspects of IFS. Just as Paul writes in Romans "Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect" (Romans 12:2, Christian Standard Bible, 2017) so too can IFS help clients and therapists become more aligned with their God-given sense of Self-one marked by compassion, curiosity, and calm. Integrating biblical principles into the IFS model not only deepens its applicability for Christian learners but also emphasizes that healing and transformation are part of God's design for wholeness.
Conclusion:
In conclusion, self-directed learning and experience stand out as foundational to effective adult education. Together, they support the overarching theme of transformation through purposeful engagement. When applied thoughtfully-especially in contexts like teaching IFS-these principles can lead to rich, spiritually integrated learning experiences. As Christian educators, our task is not simply to teach content, but to guide learners toward personal, professional, and spiritual growth that reflects the image of Christ.
References:
Bohlmann, C., & Pretorius, S. G. (2023). Professional identity formation and adult learners: A reflection-based approach. Adult Learning, 34(1), 20-31.
Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
She Reads Truth Christian Standard Bible. (2017). Holman Bibles (Original work published 2017).
Taylor, E. W., & Cranton, P. (2022). The handbook of transformative learning: Theory, research, and practice (2nd ed.). Wiley.