Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
The police department, by its very nature, cannot embrace all seven of Vaill's way of being/learning at all times. However, most are actually covered, at least in the progressive departments:
Way of Being
Example in Police Department
Self-Directed Learning
Probably the most prominent characteristic; in order to grow in the job, or even keep up with the requirements, officers must be self-directed as part of a larger scheme in learning. For an officer to advance into management, they must be self-directed to study and pass certain exams; but to keep up with new techniques, technology, psychology, etc., self-directed learning is vital.
Creative Learning
In one sense, unofficially, police officers are exploring creative learning daily. There are not necessarily any strict goals per shift, but one learns about sociological, cultural, ethnic, and legal issues depending on the day -- which is never the same twice in a row.
Expressive Learning
Learning by doing is part of the mentor, partnership agreement; and while not a daily occurrence, is regular. Shadowing another officer, working in another department, etc. are all parts...
Certainly, some become jaded, have personal problems, blame the job, etc., but there are so many opportunities for learning, one has to work NOT to learn.
On-Line Learning
One of the greatest and most efficient ways to use technology. With online learning, officers can get advanced degrees, take courses in management, psychology, counseling, or other areas of interest that allow them to still work full time, but pursue either a degree or simply self-improvement.
Continual Learning
Again, very self-motivated; many law enforcement employees already realize they have but scratched the surface in understanding psychology, criminology, or even anthropology and sociology. Those with the more productive outlook embrace continual learning, as it is pushed by management.
Reflexive Learning
One of the lesser aspects; reflexive learning is a bit too analytical and "world to self" oriented -- it seems overly analytical for most police officers.
Adult Education in Contemporary Society Ultimately, adult education improves society and the individual at the same time. Hal Beder's studies indicate that most adult learners believe they have improved themselves and their employment after completing adult education courses. This improves the individual, giving them better job opportunities, more confidence in themselves and their abilities, and better skills to help take care of themselves and their families. However, a better-educated society is
Second, it suggests that once an appropriate curriculum has been compiled -- one that produces the appropriate results -- then this very same curriculum should produce the same results every time it is employed properly. And third, it suggests that language itself cannot be conceived of as anything other than a response to an external stimulus; therefore, we, as teachers, should not be concerned with the internal, conceptual aspects
curriculum is one of the hardest tasks that educators are faced with. This is because it must be made in a manner that is accommodative of all students. Due to the swift change of events and ways of living in our contemporary society, it becomes mandatory for adults to be taught using a variety of methods and styles. Such a change would be mandatory so as to ensure that the
For countries such as the U.S. And France, these needs can be reasonably expected to relate to the respective national cultures involved. For instance, in their book, Education in France, Corbett and Moon (1996) report, "An education system needs to justify itself constantly by reference to the values which underpin a nation's culture. In a democracy it is expected to transmit a range of intellectual, aesthetic and moral values
Adult education has two branches. One can be called the purpose of education and the other can be named the practice of education. Many times it happens that in a practical set up the difference between the purpose and practice of adult education results in some sort of tensions in the working area. Tension does not necessarily mean that a problem arises that cannot be solved but it just means
In Level 1 almost all of the adults can read a little but not well enough to fill out an application, read a food label, or read a simple story to a child. Adults in Level 2 usually can perform more complex tasks such as comparing-contrasting, or integrating pieces of information but usually not higher-level reading and problem-solving skills. Adults in levels 3 through 5 usually can perform the