The Philosophy of Adult Education Inventory is designed to assist the adult educator to identify his/her File Size: KB. Arguably, the most comprehen- sive overview of adult education philosophies was given by Elias and Merriam (). These are as follows: • Liberal Adult Education, • Progressive Adult Education, • Behaviorist Adult Education, • Humanistic Adult Education, and • .
The progressive philosophy had the highest mean, minimum, and maximum scores (M = , range = 63–, SD = ) of the five philosophies of adult education. The radical philosophy had the lowest mean score and the largest variance (M = , range = 30–99, SD = ). The Philosophy of Adult Education Inventory (PAEI) is a very good guide to methods used when teaching adults. It allows us to recognise and categorize our students into the different philosophy groups. By doing this we are realizing the student’s potential.
The purpose of this study was to increase understanding of adult education philosophies as practiced by Pennsylvania, West Virginia, and Virginia secondary school agriculture teachers. A Philosophy of Adult Education Inventory (PAEI) and researcher-created demographic sheet was sent to a sample of agriculture teachers in the tri-state area (n=).Cited by: 2. Philosophies of Adult Education In order to isolate my own philosophy of adult education, I reviewed the five philosophies introduced in our course; behavioral (behavioral change), humanistic (self-actualization), liberal arts (intellectual development), progressive (practical problem solving), and radical (social change).
how adult education philosophy undergirds and influences online education program settings, particularly from the standpoint of the instmctor's role. The Purpose of Adult Education Philosophy Examination of individual adult education philosophies helps us to discover if our beliefs are aligned with our practice (Tisdell & Taylor, ). As. The adult who reenters the arena of education comes, as noted, equipped with a history and the learning of life. Character is already formed, as are biases and preferences. This is, in plain terms, a very different animal than the child, in terms of receptivity to learning and a capability to attain discipline.