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Wednesday 18 May 2011

Galbraith’s Principles of Good Education Practices for Adults

Galbraith’s Principles of Good Education Practices for Adults-Abstract
Education systems in our society have faced criticism in regard to practicability of the adopted modes of teaching. Educationists have developed curriculum in schools and colleges to comply with uniformity whereas it is apparent that diversity is of greatest importance, especially to learners. Galbraith is one of scholars who have researched on the dire need of overhauling our education systems. In his pursuit, Galbraith came up with his ten principles of effective practice in adult education.

Two of his principles can be compared and contrasted on taking the pertinent issues on the learning process; diversity vs. uniformity and styles of learning. The two principles are all relevant in regard to the mentioned process of learning in varied levels; but, they remain important in the overall improvement of the educational system in our county and the world at large.

                  Principles of Effective Practice
                           Introduction
There are a number of principles of effective practice that have been developed by scholars. Among them is Michael Galbraith who has developed ten principles of effective adult learning. For instance, according to Galbraith, (2010) the principle of “Understanding the variability and diversity of adult learners is vital to good practice,” principle (a) in this essay and “It is important to reduce physical, social, and psychological behaviors or actions on part of teacher that produce resistance to learning,” principle (b) in this essay. It is a common knowledge that educational needs of adult learners are different, though schools and colleges continue to treat learners in the same manner.

“Most educators can talk about learning differences, whether by the name of learning styles, cognitive styles, psychological type, or multiple intelligences. Learners bring their own individual approach, talents and interests to the learning situation,” (Guild, 2001). These two principles differ in meaning and application in the general development of knowledge impaction. Therefore, this essay highlights the relevance of the two theories by discussing their similarities and differences.

Galbraith noted the importance of diversity in his principle mentioned above. Contrarily, uniformity in the learning process continues to dominate adult education practices. This is amid the differences in learners' ability to understand a given course or subject. Lesson durations remain uniform even though not all learners will understand at different levels and at different times. In addition, their ability is tested on same examinations, experiments and other curriculum parameters.

If educators continue to consider uniformity in favor of diversity, then adult learners will never realize their full potential in class and extracurricular activities. Therefore, there is need of addressing the diversity vs. uniformity imbalance if meaningful achievement is to be realized. This line of thought coincides with Galbraith's principle mentioned above. To support this statement, Guild, (2001) notes that, “An appropriate balance must be determined thoughtfully with attention to beliefs, theories, and research rather than efficiency. We need to decide intentionally what should be uniform for all students and what should be diverse and strive toward putting into practice what we say we believe.” The issue of diversity is a concern not only for the educators but also learners, if it is to be addressed more comprehensively.

If diversity in education is to be considered, then principle (a) applies more appropriately in effective practice of adult education. However, principle (b) can apply to the diversity issue if our perceptions are changed. Principle (b) is mainly crucial in addressing diversity because it tries to explain why learners are resistant to the learning process. They are forced to do what they do not want; hence, unproductive learning sessions. Chickering and Gamson, (1987) suggest that, “States should influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions.”

Another sphere where the two principles can be compared and contrasted is in the definition of learning style. In any given occasion, people will react and respond differently from one another. We encode the situation, give it a thought, respond to it before finally taking an action; thus, four basic categorization of learning styles. Cognition explains why learners perceive and acquire knowledge in different ways.

After cognition, conceptualization of ideas also varies from an individual to another and this causes varying proportions of emotional responses. The emotional reaction will then define different actions that learners take. Learning styles mainly points at the importance of principle (b); that for effective learning, there is need of reducing the physical, social and psychological behaviors of learners.  The learning process is a psychological process and calls on educators to understand the learning styles relevant to their students if everybody is to benefit from class lessons.

On the other hand, learning styles can be diversified in line with principles (b) to cater for all learners needs. Principle (a) calls on all parties' participation while principle (b) lays a lot of emphasis on the effort of educators. This ideal is supported by Hicks and Holden, (2007) whose case studies shows ways of developing learning processes at the global spheres.
                            Conclusion
The two principles of effective practice by Galbraith are important avenues for initiating reforms in the learning process for adults. The two principles vary in ideology but they adequately address the issues of diversity and learning styles in a way that would help reform our learning institutions. The work of Galbraith in coining the principles of effective adult education are therefore practical in implementation amid the rigidity of learning institutions to adopt his ideals.

References

  • Chickering, A. W and Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. Accessed on September 9, 2010 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
  • Galbraith, M. (2010). “Galbraith's 10 principles of effective practice.” Principles, values, beliefs about one's practice. Accessed on September 9, 2010 from http://oregonstate.edu/instruct/ed553/pvb.html
  • Guild, P. B. (2001). Diversity, learning style and culture. Accessed on September 9, 2010 from http://www.newhorizons.org/strategies/styles/guild.htm
  • Hicks, D and Holden, C. (2007). Teaching the global dimension: key principles and effective practice. New York, NY: Routledge

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