The Evolution of Method

In my lifelong learning class, Methods for Fostering Lifelong Learning, we are comparing three articles: Instructional Methods in Adult Education 1959 by Coolie Verner, Adult Learning Methods: A Guide for Effective Instruction Second Edition 1998 by Gary Conti and Rita Kolody, and The Fundamentals of Adult Education: Issues and Practices for Lifelong Learning 2001 by Anne Pooneassie. These articles discuss the methods used in adult education.  The historical trajectory of method, as seen in the chronological progression of these articles, evolves from knowledge transmission and needs analysis to support of empowerment, self-actualization, and ultimately, social change.

Dr. Coolie Verner recognized the need of pedagogical methods designed especially for adults. His article explored the research of methods and techniques in adult education and evaluated their impact based on the adoption of practices.  "The adoption ... of a specific practice that has been taught provides evidence of changes in behaviour and thus an evaluation of a learning activity" (Verner, p. 264).  The methods researched were media tools, literacy, distance education, and classroom meetings. Method was considered to be a way in which people were organized in an educational activity (Conti, p. 129).

 Dr Verner developed the 1st graduate program for Adult Education  

at the University of British Columbia in 1961.

Conti and Kolody spoke of the need for careful selection of method. The selection was based on combined needs of the teacher, the student, the content and situational factors. These elements formed a comprehensive framework referred to as the teaching-learning transaction (Conti, p. 131). The teacher is called upon to assess her educational philosophy which is demonstrated in her teaching style. In addition, the teacher's understanding of the five learning strategies give her insight into the appropriation of method (Conti, pp. 133-136). The area of content is similar to Verner's adoption in that it is based on knowledge acquisition; however, Conti and Kolody's article emphasized that learning is not linear process. The selection of method relies on the teacher-learner relationship as well as a comprehensive needs analysis for the successful transmission of knowledge.

Anne Poonwassie views the role of adult educators as facilitators of learning versus transmitters of information. The facilitators are required to set aside their authority and be authentic, thus creating an atmosphere of mutual learning and trust (Poonwassie, p. 150). “Based on humanist philosophy, the goal is to maximize human potential with the support of empathetic teachers who are themselves on a quest of self-discovery”(p. 150). The methods to foster lifelong learning include praxis and motivational techniques for self-directed learning. Ethical considerations are also emphasized in that the learner must be unconditionally respected. Expected outcomes are replaced by the hope that the learner will exercise control over his life, his interpersonal relationships, and his social structures.

The trajectory of method as seen in the reviewed articles has evolved into a realization that learning takes place anywhere, at any time, and beyond organized educational experiences.  The role of the facilitator is to foster the development of self-directed learning which dismisses the concepts of authority and knowledge acquisition, and promotes critical thinking about the world.

Cited Works

Conti, G., & Kolody, R. (1998).  About Learning Methods: A Guide for Effective Instruction Second Edition.  In M. Galbraith (Ed.), Adult Learning Methods: A Guide for Effective Instruction (pp. 129-139).
      Florida: Krieger Publishing Company.

Poonwassie, A. (2001).  Issues and Practices for Lifelong Learning. In A. & D. Poonwassie (Eds.), Fundamentals of Adult Education: Issues and Practices for Lifelong Learning (pp. 147-158).
      Toronto: Thompson Educational Publishing, Inc.

Verner, C. (1959).  Instructional Methods in Adult Education.  In Review of Educational Research, Vol. 29, No. 3, pp. 262-268.
       American Educational Research Association