Boudon 2001 and Eskensberger 2001

Boudon 2001 and Eskensberger 2001

What concepts in the articles of Boudon (2001) and Eskensberger (2001) can current instructors apply in an adult education program?

An important concept for instructors to keep in mind when teaching adults is that adults usually return to educational settings in search of what the students see as rational, concrete purposes. Because of the expense of obtaining an education, even more undergraduates are entering into programs with a largely vocational mindset. But for adults with a family to support and a mortgage, these students are more likely to embark upon a program of study with the cautious, cause-and-effect approach that Boudon (2001) describes in his essay "Theories of Social Action." Just like individuals looking both ways to avoid being hit by a car, frequently adult learners proceed across the street into the schoolroom with a risk-adverse attitude, and a purpose-driven attitude -- to get to the other side (graduation and a diploma). Moreover, the cause of their actions, in this case returning to the classroom, impacts the execution of the actions of the classroom -- adult learner's attitudes may generate a more disciplined student, but also may create a classroom filled with students frustrated with theoretical discussions or the instructor's lack of a focus on their eventual certification and technical competence.

However, despite this distinction between undergraduates and graduates, all individuals within a classroom regardless of age may still find themselves playing social 'roles,' perhaps roles they have not played in years in the case of adult learners. A highly competent executive might experience frustration when he finds him or herself in the same role as high school, struggling with team work and making friends with equals rather than subordinates. A mother, in contrast, might experience a new feeling of empowerment not granted to her at home when she realizes that she is more fluent in math than the younger students in the class. She might experience new confidence that fills her with unexpected enthusiasm, despite having been a poor student when she was younger. The presence of being in a classroom itself alters the role dynamics individuals are accustomed to playing in their current work and family lives, often in a fashion that is more distinct than younger students who are accustomed to having their lives revolve around school. And adult learners also remember their past roles in scholastic settings.

Disliking their current or past roles may generate resistance to learning, or excitement at being in an educational environment once again may generate higher levels of conscientiousness. Regardless, an instructor must be prepared for both personality shifts and study how these different attitudes play off one another in a classroom -- what happens when a stay-at-home mother taking a course for personal enrichment or to transition back into the workforce is better in the subject than the business student in the same English composition course he is treating with contempt? This reminder acts as a caveat as well to the idea that 'rational choice' and rational decisions about going back to school alone impact the roles adult individuals play in class. The greater diversity of roles adult learners may play in their school, work and family lives, as well as practical and personal reasons for returning to study must remain the back of an instructor's mind. The idea that classes can be motivated to strive for "collectively beneficial outcomes" may be less evident in the case of a diverse collection of adult learners.

Even if the class seems goal-oriented as a collective, creating additional, smaller and personal reinforcing goals are still necessary when teaching adult learners because of their different past experiences, which are not always immediately evident. Their anticipated and desired results for their education, personal or practical, may vary widely in unpredictable ways. The attitudes towards educational processes may differ due to the greater and more diverse social and life experiences that color perceptions of classroom life, even more so than the raw educational materials used in the classroom. The teacher must balance addressing individual needs through conferences, personal contacts, and allowing for more independent research, yet also strive even harder to create a coherent class dynamic and unity between individuals with different schedules and belief structures. This may require greater management on a technical level as well as greater personal finesse than might be expected by an educator with experience only teaching undergraduates.

Eskensberger (2001) on the subject of "Action Theory" provides some interesting supporting evidence to address the difficulties posed by a mixed classroom of old and young learners, or adult learners of diverse backgrounds. Since practicality is so important to adult learners, creating a classroom environment with a focus upon action-oriented activities might be one way to create unity, at least on the surface, of the classroom. From a grading perspective, because the intention or thought behind actions are not necessarily observable from the outside, it is essential that projects such as team presentations include some controls to evaluate the effort as well as the final result -- especially if students have not given such presentations before in their school or working lives. But despite the limitations of grading through action, the idea of action theory can inject excitement into the classroom, especially if students have a 'pro forma' attitude to classroom procedures. Action also creates a greater sense of free choice in learning, which can increase empowerment and desire to come to class, to do the work. Focusing on action and results, and personal choice shows respect for adult learners as adults, and excitement about the work that is done in the classroom increases levels of participation even if distance learning through the Internet is an unfortunately necessary part of a great deal of outside interactions involving the class.