Planning an Educational Program Article Example | Topics and Well Written Essays - 2500 words

Planning an Educational Program - Article ExampleThe early on schoolingal practitioners realized the signifi apprizet differences between fully grown education and the education of younger people. Consequently, adult educations programs were theoretically scrutinized and redesigned to meet the needs of the adult population. Currently, most of the educational programs that are targeting adults are increasingly being think to ensure quality education for this particular social group (Merriam and Caffarella, 1999, p.47). The history of the contemporary adult educational program models dates back to the periods when the Veteran administration public schools were formed in the 1930s during the great depression. end-to-end the 20th century, adult educational programs continued to develop along various disciplinary lines and, therefore, affected the big organizations (Knowles, 1980, p.70). Some of the notable disciplines that contributed to the growth of these programs included psych ology, philosophy, and sociology. For example, the early philosophers attempted to synchronize the theories of adult culture with the filming models through experimental teaching. One of the most significant practitioners who championed the use of acquire philosophy as a basis of adult learning programs was John Dewey. Dewey particularly pioneered the sub-field of reflective learning which eventually brought a subroutine of new experiences to adult educational theories and perspectives. According to Dewey (1963), learning is a lifelong process and individuals continue to learn new things and grow throughout their life times (p.19). This view, however, contradicted the previous view that both growth and learning processes are finite and diminish once an individual has reached adulthood. Dewey also proposed that learning can only adopt place best within an institutional setting which does not obstruct any experience, and, therefore, learning environments should be designed to cr eate new experiences and develop personality of the learners. The current workshop model of adult education programs is largely built on Deweys ideas. The modern models of adult educational programs have also been significantly shaped by maturemental psychology, particularly through the use of social psychological theories of adult learning and development. According to these theories, adults are psychologically different from the normal young college students who are ofttimes in their adolescence ages. Consequently, the adult educational program models should demand a relatively different learning structure. For example, the theory of psychological development suggests that personality development occurs throughout the life span of an individual. As a person grows and matures, there is often a desire for new meanings which naturally is absent in childhood. On the other hand, Havinghurst (1971, p17) believed that the learning processes of adults are largely shaped by their subcons cious social developmental tasks such as their need to realize a mate, quest of how to live with a partner, how to develop their career goals, and how to establish their civic responsibilities. According to this perspective, adults can only learn best when they use learning programs that motivate and allow them to learn new behaviors that willing enable them to achieve these task demands. Similarly, other moral development model of adult education programs were actual on the basis of the demands of cognitive development in adults.