Learning environments and Learning
concepts is a vast subject. I appreciate the identified ways of learning
outside of the traditional classroom proposed by Coombs (1985). He identifies
three types of settings, formal, informal and nonformal. The most fascinating
area of adult learning, for me, comes in the ways we teach others who are
different than we are. I love that the authors offer ways to develop
alternative programs, especially for international development. I have always
been concerned with the way that teaching can disturb or alter a culture.
Although,
there are some government programs, there are also some nongovernment programs
(NGO) that are privately funded. This can be a great thing to raise awareness
in a culture or group of people who need education on health practices and ways
to reduce harm. However, in cultures in which the people are happy, healthy and
meeting their own needs, I become concerned for the agenda of the educators.
It was exciting to
read that many programs that are designed to teach adults in indigenous cultures
are utilizing the traditional ways of learning that are implemented in that
culture. For example, in Africa, there is a tribe in which the women sing the tribal
knowledge to others and the educators teach the women new concepts and ideas
and they teach it in their traditional way. This shows great respect for the
culture and empowers the culture to decide what new information they want to
bring to their people.
Merriam, S. B., Caffarella, R. S.,
& Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide.
3rd ed. CA: Jossey-Bass
"How can indigenous peoples become producers of knowledge rather than simply consumers of technical skills and ideas?"
ReplyDeleteThis quote from this link
http://www.culturalsurvival.org/publications/cultural-survival-quarterly/united-states/indigenous-education-and-prospects-cultural-s
expands on your thoughts, Heidi. This article denotes how a Native American school ultimately became successful in not only maintaining valued cultural components of their society, but in spreading that information to the "outside world".
The author also suggests that these "cultural revitalization programs" need to utilize the "technical proficiency and skills" of "Western" educators to further expand their educational efforts. This statement is both true and problematic.
It is certainly true that the use of technology can enhance the spreading and maintaining of information. But it does concern me that the author doesn't promote the use of the culture's own methods of education as a means to also spread knowledge or change the behavior of others.
I believe of the three types of settings/learning that you mentioned, Heidi, informal is perhaps the most unique in that it is so spontaneous! Coombs also states that informal learning is by far the most prevalent form and takes place in all contexts of life (pg. 35). I am constantly bombarded with new information daily, and of this information, I get the special task of deciding what I'd like to learn more about and what I'd like to ignore. I find myself especially drawn to nutrition, fitness, and family/child rearing topics. Of all these sources, I must decipher which information is correct and fact-based and which is based on false pretenses. Perhaps this is where the true challenge lies in informal learning, and thus yet another reason why prevalent access is key.
ReplyDeleteWhat informal learning topics do you find yourselves drawn to?
Ginni, this is so true! how do we determine whether or not what we are reading - and learning - is accurate or even worthwhile? I read one website that drinking hot water in the morning stimulates your system and is much better for us than cold water. Another website said cold water is better for us because we burn off more calories trying to warm up the water so we can use it. Still another site said cold water give us cancer....
DeleteI simply want to know what is correct and useful.... so, how do we judge what we are reading to make sure we are perpetuating the facts, not the fallacies?
'tis tough being an adult :-)
Ginni, I find myself drawn to endless informal learning activities and subjects. I have always been very curious. I love right and left brain subjects and activities: art, music, dance and science. The list goes on and on. I remember when the internet became available, I was in heaven. It was like someone handed me the biggest library in the world.
DeleteI find a great deal of informal learning in relationships with others. It helps me to understand myself and my own desires.
Great question: What informal learning topics do you find yourself drawn to?
Jumping back in here.... My husband is extremely interested in motorcycles and wanted to learn how to handle minor repairs on his classic Honda. He ordered books and repair manuals, watched videos...and had so much fun that he enrolled in an online motorcycle repair technician course! What is important about this is that he swore he would not do online learning...but the topic is so interesting that he is overcoming technology challenges......
Deleteso...
the trick is to make the topic interesting or useful (or both) to foster engagement....
hmmm...
As I read your post I am reminded of learning experiences I have noticed a little closer to home. On a recent family outing to Cherokee, NC, I noticed the street names are listed in both English and Cherokee language. I was able to find the following website regarding the revitalization of the Cherokee Language.
ReplyDeletehttp://www.cherokeepreservationfdn.org/cultural-preservation-connect/major-programs-and-initiatives/cherokee-language-revitalization
Over the past several years, there has been a push to revitalize the Cherokee Language. The Cherokee Preservation Foundation funded a survey that found that there were 460 fluent speakers of the Cherokee language with 72 percent of them being over the age of 50. The Foundation has invested millions of dollars and developed a 10-year plan to revitalize the Cherokee Language. This plan includes developing a curriculum for children as well as adults.
The Foundation commissioned a mid-plan assessment in 2010 that is reporting solid progress in the effort to save the Cherokee language. The authors are reporting that the community partners are engaged in working with the younger children, teacher development, language material development, and adult learning. The Foundation is also utilizing all known best practices in Native language revitalization.
The Foundation is still facing challenges. One of the biggest challenges it faces is the creating of learning materials for varied ages and designing programs for adult second-language learning.
These efforts are important to the elders of tribe. One elder states “Speaking a language means we have a culture. There is a big difference between people who have a culture and people with a history.”