Theory Theoretical Orientation Theoretical Orientation

Theory

Theoretical Orientation

Theoretical Orientation and Adult Education

The importance of theoretical orientation in adult education is an aspect that is intimately linked to philosophical questions that relate to the praxis and meaning of this form of education. While some may argue that philosophical questions such as 'What is the purpose of education' and 'What is the role of the adult educator' are somewhat esoteric in the practical domain of adult education, others are of the firm opinion that cognizance of the underlying theoretical orientations is essential. Tisdell and Taylor ( 1999) support the latter view. They state that, "…ask any adult educator what the purpose of education is, or what they are trying to do in class, and therein lies something of their espoused educational philosophy Look at their practice, and that tells you even more" (Tisdell & Taylor, 1999, p. 6).

In other words, the authors of the above article suggest that an awareness and understanding of the underlying theoretical and philosophical perspectives that inform and influence the adult educator has a profound effect not only quality of education but also on the educator's interaction with the student. This view is especially pertinent when it comes to the sensitive issues of race, class and gender. Simply stated, an educator may not realize that they are acting and responding in a certain way if they are not aware of their theoretical orientation. The following quotation sums up this point-of-view.

One's educational philosophy is imbedded both in what one believes about teaching and learning, and what one actually does in their practice. All adult educators have an educational philosophy; we may not be able to articulate it well, but we all have a belief about what we should be doing in the adult education classroom.

(Tisdell & Taylor, 1999, p. 6)

This view is equally important when it comes to the student, who will also have his or her predilections, biases and preferences -- their own theoretical orientation that the educator should also be aware of.

In terms of the application of this viewpoint in the educational arena, it is clear that the educational philosophy of the educator will have an effect on what he or she does in the classroom. Therefore, if one is aware of one's theoretical orientation and how it relates to practice this "… can help us better negotiate the everyday realities of life with adult learners" (Tisdell & Taylor, 1999, p. 6).

In terms of theory, the humanist theoretical orientation differs from the liberal and the activist perspectives. Humanism as a philosophy sees the individual as central to the teaching process and there is little attention given to the socio-cultural and the socio-political context. This theory therefore supports the idea of "… education as a force to enhance personal grow and development & #8230; stress self-actualization; freedom and responsibility & #8230;" ( Popovic)

On the other hand, the critical/emancipatory approach as found in the writings of Paulo Freire and Ira Shor, while similar to the above, has the important difference of emphasizing the social, political and cultural context. From this point-of-view the emphasis is on the" political nature of education in a rational, learner-centered manner" (Tisdell & Taylor, 1999, p. 6)

This theoretical stance also focuses on the upliftment of the marginalized and oppressed in society and the importance of recognizing social and economic disparities. This view could also be likened to the feminist theoretical perspective.

There are of course many other theoretical orientations. The point being made, albeit very briefly, is that each of these orientations will initiate a certain teaching response and a different type of motivation and interaction in the teaching process.