The last leg

A few follow up items:

I got my advisor's feedback on 4/22/08. I am in total agreement with him. I wanted to work some of that in so I appreciate the challenge and prodding. Here is how I re-worked that section:

“However, the adult learner “wants to apply tomorrow what he learns today” (p. 58). This immediacy can create a sense of urgency and can also create a curriculum challenge in developing effective learning experiences. Similar to the example of the merger above, providing real-life situations in which the learning may be applied facilitates a bridge for learning. The issue that this causes for the adult educator is that many foundational curricula are not problem-centered; they can be subject-centered. Knowles uses the sample of first-year and second-year social work students needing “basic foundational knowledge about the field—history, philosophy, public policy, institutional structure, etc.” and then not truly focusing on field experience until the third year (p. 58). By reorganizing adult education around problem areas, the students become more involved and engaged in the spirit of their work. They were still learning the basics, only in a different structure, focused more on problems in each year of the program. Although there are benefits to this approach, I assert that overall education of a content area cannot be sacrificed for pragmatic training of skills. Theory and framework, in addition to problem-centered skills, is imperative to depth of knowledge and in fully educating adults.”

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Regarding what I am trying to say about the ancients and problem-based learning, he was right on point with me! Defining terms in the Socratic methodology can prove to be an effective process to solving problem-based issues in the contemporary world. Often seen in the fast-paced world of today many people do not usually slow down enough to define the issue or the terms in the topics at hand. If adults did more of this (such as we see in educated adults that stem from higher ed environments) , and had a greater awareness of the productivity of Socratic dialogue, contemporary adults might think things through more before they jump to resolution.

From DW:

“Many of the ancient Greeks such as Socrates, Plato and Aristotle used what we know today as the “Socratic dialogue” which is rooted in problem-based learning. Interesting! So now I’m thinking I’ve been selling “problem-based” short. What you’re saying here makes me think that the “problem” could be, e.g., the definition of piety or the question of how to live. Is that right? “

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

I am so grateful for all of his and MGJ's assistance and thought-provoking questions. I worked in a few other changes; I will do one more scrub through (at least) and then off to final by 5/2!

Woo hoo! There IS light at the end of the tunnel!