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.
Adult Learning
There have been occasions during my career that required cultural unlearning and building cross-cultural relationships, although I was unfamiliar with the concepts at the time. I was still inclined to accept the institutional learning that I had been programmed with. One such occasion happened on the job when I found out that I would be reporting to a new supervisor. It turned out there was a need for cultural unlearning on my part to make our work relationship successful.
My new boss' sexual orientation initially appeared to me to be out of the norm. My need for unlearning was not especially deep, lucky for me, but there was some mental adjustment required. My preconceptions involved judgments about who would be an appropriate partner. Before our first meeting, it occurred to me that my boss might wonder if I had any such preconceptions, which were after all, fairly common from what I saw all around me. I guessed he was probably used to it, so would he be looking for signs of intolerance on my part?
I had unknowingly begun the process of unlearning, by...
That willingness on my part to try to look at things from his point-of-view was the start of our successful workplace relationship.
I didn't know it at the time, but I had taken the first steps toward phenomenal reduction. As Vail describes it, I had decided "to try to let the thing we encounter be what it is, separate from our perception of it" (1996, p. 161). I was motivated primarily by self-interest; I wanted to have a good workplace relationship with my boss, who could affect my chances for promotion. So I approached our first meeting with a somewhat open mind. Specifically I was looking for common ground, for areas of agreement that we could build on. I had no idea I had stumbled upon another element of what Vail describes as Keen's approach to unlearning, imaginative variation, "combining and recombining of the various modes of the situation's being" (1996, pp.161-162).
I didn't know what to expect from my first meeting…
References
Deane, B., Stringer, D. (2009). Walking on egg shells: Fear of talking about differences in the workplace. The GilDeane Group. Retrieved March 30, 2011 from http://www.diversitycentral.com
Vail, P.B. (1996). Learning as a Way of Being: Strategies for Survival in a World of Permanent White Water. San Francisco: Jossey-Bass.
As a younger student, I remember being somewhat obstinate and inflexible in that I always wanted to do things my way, even with the benefit of adult instruction. Today, I have the ability to recognize expertise in others and I respect the fact that they may know much more than I do about how to accomplish something in their area of expertise. I believe that my ability to adapt
Adult Education Within Human Resources Development The literature which describes and analyzes the important aspects of adult education - within the Human Resources Development genre - is vitally important in relating to today's employees who seek - and deserve - learning opportunities within their workplace environment. It provides a point of reference, it offers stimulating ideas for digestion and analysis, and it zeros in on the issue at hand, which is
Community Colleges in America In 1983 and 1984, a dozen major reports on the United States' schools were published. All stressed the need for "excellence" in education. These reports are the subject of: Excellence in Education: Perspectives on Policy and Practice. The reports pertaining to higher education were published by The BusinessHigher Education Forum, and saw higher education as "unable to train skilled managers and technicians that they believed industry needed."
Historians are interested in a multitude of forces of influences that have led to the creation of the present status-quo and the history professors are focused on presenting those particular forces in a way that is understanding and relevant to the citizens of the contemporaneous society. 3. Does knowing our history even matter? Definitely yes! In the words of the author, "Because human development is a continuous process in which the
Apa.org). Critical thinking input: Good teachers that truly understand how distracted today's young people are (with technology, etc.) learn how to get the most out of students by combining proven strategies of engagement with scholarship challenges that are both entertaining and compelling to their active minds. B.F. Skinner Historical views of transfer. When something is said to you and it reminds you (without you having to conjure up memories) instantly of something from
Learning to read and write are complementary skills. While in the younger years, writing depends on reading skills, by middle and high school, they are complementary skills: reading is necessary to do writing assignments, while writing about what has read increases comprehension of the reading materials. For this reason, separating reading and writing instruction from content areas is arbitrary and will eventually interfere with the students' progress in those content