I am 71 years old, and out of the six assumptions about Andragogy, I am motivated most extensively though “internal motivation rather than external motivators” (Merriam & Bierma, 2014, p. 47). Pursuing a Master’s degree at my age does not help me financially or in any way advance my career. I can attest that over the decades I’ve gradually evolved from external motivators to internal motivation. External motivators such as awards, recognition, money and security, have consistently lost their appeal. As I have grown older and gained more experience, I have become increasingly “self-directed.” I am less dependent on ideas, associations and ideas. I know more clearly why the making of plans and decisions about my life are increasingly important.
The most important assumption of Andragogy to me is the “need to know the reason for learning” (Merriam & Bierma, 2014, p. 47). My main driving force to learn systematically, measurably and objectively is my desire to help people grow. I really like Sokal and Sharma’s (2014) description of an ideal training program that “entail[s] between 30 and 100 training hours spread over a span of six to twelve months, with in-house professional learning communities and coursework as part of the training”. This resonates very strongly with me because decades of business, church and board experience has given me negative view on lecture formats. This described training process is one the best ways to train people. Sokal and Sharma’s (2014) description of an ideal program confirms my conviction that training needs to be ongoing, interactive, adapted to the needs of the individuals, measurable, goal oriented and to some degree flexible.
For most of my life my learning has probably been more “problem than subject centered” (Merriam & Bierma, 2014, p. 47). I am more interested in problems, their complexities and solutions than on learning solely for the purposed of learning. I’m increasingly more interested in more complex problems and ideas. I spend more time thinking about problems, not so much in my own life but rather the problems of others. I have a growing interest in problem solving,
Over decades of board experience and my growing library has contributed to my “growing reservoir of experience” (Merriam & Bierma, 2014, p. 47). I believe many people underestimate the extent and value of their own growing reservoir of experience. They should re-evaluate their depth of experience and knowledge and analyze ways of using it to help people.
My life long “readiness … to learn is closely related to the developmental tasks” of the roles I have filled (Merriam & Bierma, 2014, p. 47). I find that I am more confident in giving direction and planning in my business, more aware of how I can help or more extensively mentor individuals, give council in a church context and advise more effectively other business owners about issues and strategies.
References
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco: Jossey-Bass.
Sokal, L., & Sharma, U. (2014). Canadian in-service teachers’ concerns, efficacy, and attitudes about inclusive teaching. Exceptionality Education International, 23(1), 59-71.