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sau barbat, este de obicei sub patruzeci de ani, a finalizat liceul sau studii superioare, are venituri medii, serviciu fulltime i de cele mai multe ori ntr-o ocupaie intelectuala, este cstorit i are copii, triete ntr-o zon urbanizat, dar mult mai probabil ntr-o suburbie dect un ora mare, i se gsete n toate prile rii, dar mai mult frecvent n Occident dect n alte regiuni p. 8).
1969, 1972, 1975, 1978, 1981, 1984, 1991, and 1995 (Kim, Collins, Stowe, and Chandler, 1995; Kopka and Peng, 1993; Merriam and Caffarella, 1991). CRESTEREA PARTICIPARII CU 10% IN 1969 PANA L 14% IN1984, PANA LA 40% IN 1995
Schimbarile rapide din mediul tehnologic si social Participantii sunt de obicei persoane care au copii cu varsta sub 16 ani. Cursurile la care participau se refera la aspecte relationate cu locul d emunca si cu devoltarea personala
pentru ndeplinirea obiectivelor specifice; (2) de activitate orientat spre studeni, ale cror motive pentru participare sunt puin sau deloc legate de coninutul activitii; i (3) de nvare orientate ctre cursani, care "caut cunotine de dragul cunoasterii"(pp. 15-16).
Cross (1981) the Commission on Nontraditional Study (Carp, Peterson, and Roelfs, 1974)
responsabilitatile familiale sau de la serviciu Bariere institutionale- practici, proceduri si politici care limiteaza oportunitatile de participare a adultilor:orarul cursurilor, cerinte de rezidenta, birocratia Bariere care tin de dispozitia participantilor: atitudini si autoperceptii despre el insusi (Cross, 1981, p. 98). Lipsa de incredere, lipsa de energie, etc
Europa 1833 (Nottingham Andragogy Group, 1983), SUA1927 (M. L. Anderson and Lindeman, 1927), Malcolm Knowles 1960 ,1970 (Knowles, 1968, 1970). Este conceput ca un model de gandire legat de munca cu adultii a set of assumptions and methods pertaining to the process of helping adults learn (Darkenwald and Merriam, 1982, p. 14).
Primele atestari: Socrates, Alexander cel mare, Caesar, Descartes; (Gibbons and others (1980) diagnosticare a nevoilor de formare, formularea obiectivelor de invatare, identificarea resurselor materiale si umane necesare, alegerea si implementarea strategiilor celor mai adecavte si evaluarea rezultatelor
1. Adults need to know why they need to learn something before undertaking to learn it. 2. Adults have a self-concept of being responsible for their own lives . . . they develop a deep psychological need to be seen and treated by others as being capable of self-direction. 3. Adults come into an educational activity with both a greater volume and a different quality of experience from youths. 4. Adults become ready to learn those things they need to know or . . . to cope effectively with their real-life situations. 5. In contrast to childrens and youths subject-centered orientation to learning (at least in school), adults are life centered (or task centered or problem centered) in their orientation to learning. 6. While adults are responsive to some extrinsic motivators (better jobs, promotions, salary increases, and the like), the more potent motivators are intrinsic motivators (the desire for increased self-esteem, quality f life, responsibility, job satisfaction, and the like (Knowles, 1989, pp. 8384).
relatia intre cel ce invata si procesul de invatare Studentul auto-dirijat- pune accentul pe caracteristicele celui care invata
Self-Directed Learning Model (Grow, 1991) the Individualizing Instruction process (Hiemstra and Sisco, 1990)
Aslanian and Brickell (1980) Pune accentul pe fazele de dezvoltare si pe stagiile de formare Situeaza invatarea in jurul dezvoltarii ego-ului prin folosirea evenimentelor vitale
Thorndike (1928), inteligenta ramane stabila intre 20 si 45 de ani, dupa care intra in declin Gardner (1983) teoria inteligentelor multiple Memoria cuprinde mai multe faze: achizitionaream retinerea si scoaterea la suprafata (Schaie and Willis, 1986). Diminuarea memoriei pe termen scurt
Mediul de invatare
Mediul fizic Mediul psihologic Mediul social
Pentru ca invatarea sa se produca e necesar ca vocile celor care au fost marginalizati din cauza rasei, sexului, sau a conditiilor de viata trebuie sa fie prezente (Hayes and Colin, 1994; R. J. Hill, 1995). Paulo Freire & Myles Horton pedagogia e o practica a libertatii