Originally published in 1962, the purpose of this book was to
examine the working of the educative process when it is concerned
with older people; not with children, prisoners, willing or
unwilling, of a system of basic education, but voluntary
contractors; not green, pliable saplings, but sturdy and sometimes
unbending timber - in short, adults with an outlook on life already
formed, often with family responsibilities, and with a store of
past experience, special interests, training, or expertise. The
teaching of older people does not consist merely of the adaptation
of the methods applicable to school or college to the intellectual
level of those to whom time and opportunity may have given an
already broad understanding, theoretical or empirical, of a variety
of subjects. The teaching of adults must take full account of
method, but whatever the context, is also much concerned with the
interrelations between individuals in groups, and with changes in
the individuals themselves. For the adult, in the main, the purpose
of education is improvement; this may imply a feeling of
dissatisfaction with standards already achieved or a strong
determination to reach new educational goals for specific reasons
connected with status or advancement. These factors often bring
with them into the setting of the adult class anxieties, tensions,
feelings of inadequacy, or burdens of responsibility that
overshadow the learning process because of the importance of the
outcome. Habits and attitudes may already have been formed that
stand in the way of assimilating new patterns and techniques of
learning. This book is concerned with the social and psychological
factors of which account must be taken in approaching the teaching
of adults. It considers methods of teaching and of learning, and
proceeds to inquire into the deeper attitudinal influences at work,
both in the teacher and in the student. Throughout the book theory
is illustrated by the liberal use of examples. The author has also
attempted to go beyond the particular to the general and to discuss
the issues and principles that apply over a wide field of education
and indeed of management. Thus the scope and usefulness of the book
are not confined solely to the tutorial situation, but extend to
those fields in which problems of group relations and leadership
are to be found within the context of training or of management.
General
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