Knowles also posed that adults learn things from the perspective of actively solving problems, rather than acquiring new content and ideas passively. Adults have a wide range of experiences that form the basis of their learning. When teaching adults, it is crucial to use their divergent experiences to help them learn the applied skills in particular. Their experiences can be used to be a pivot from which the teacher or instructor introduces new ideas o them. Ralph and Roger (1991), says that adult learner will, "Identify his learning need when he finds a problem to be solved, a skill to be acquired, or information to be obtained. He is able to articulate his need in the form of a general goal, differentiate that goal into several specific objectives, and define fairly explicitly his criteria for successful achievement. In implementing his need, he gathers the information he desires, collects ideas, practices skills, works to resolve his problems, and achieves his goals. In evaluating, the learner judges the appropriateness of newly acquired skills, the adequacy of his solutions, and the quality of his new ideas and knowledge." This is proof enough that adult learners are equally active in their quest for knowledge and its application.
There has been significant scientific research made in the field of adult learning, one of them being on the general fallacy that human beings lose the brain cells everyday. It is however s established that