Perspectives of Adult Education

Group Members	Roles	Commented On
Karen Lloyd	Wrote the introduction, wrote The Education Lens of Adult Learning, proofread, double-checked APA formatting, assured flow of paper, put together implications, provided summary chart	Group 3-Katherine, Jackie, Hagan, & Shane
Darla Harrington (Leader)	Wrote The Social-Cultural Lens of Adult Education, did tables, did the APA formatting, proofread	Group 4-Smanantha McFadden, Amelia Boggess, Nathan Stoll, Maureen Chavez-Reda
Travis Casper	Wrote The Business Lens of Adult Education, proofread

Perspectives of Adult Education

Karen Lloyd, Darla Harrington, and Travis CasperBall State UniversityEDAC 631

Dr. Sharan Merriam tells us in her interview Adult Education with Different Hats (2019) that the field of adult education is diverse because each person can view it through their own lens. Each individual studying the field will find particular areas in which they have the most interest and are best able to grow their expertise. This perspective of adult education, as fragmented, will be the focus throughout our paper as we look at this perspective by viewing adult education as a multi-faceted area of study.

In her interview, Dr. Merriam points out a few specific examples of the different lenses in which we can view adult education. She first mentions a business lens where areas of interest may be human resource development (HRD) or organizational development (OD). She then covers an educational lens that includes both skills development and personal development. She finishes by addressing a social-cultural lens of adult education in which she utilizes the example of a museum and her personal example of Road Scholars (Merriam, 2019).

To understand how adult education has become such a broad field, we need to begin by first looking at adult education’s history. Armed with this knowledge of the field and Dr. Merriam’s perspective of adult education as a broad field, we can then begin to explore just a few of the lens in which we can view adult education. In our paper, we will take a look at the education lens as we look back over the history of adult education, as we see this as the original lens of the field. We will then glimpse into the social-cultural lens by talking about Road Scholars and how they broaden the field and we will conclude with a look through the business lens by taking a look at HRD. Our hope is that when you finish reading our paper you can understand the impact of Dr. Merriam’s statement from her interview, “There’s lots going on. [. . . ] I can’t imagine how you could get this all under one umbrella anyway” (Merriam, 2019).

The Educational Lens of Adult Learning

So, what is adult education? Some may say it is continuing education, others may say it is non-formal education, and still others may say it is any learning done by adults. According to “Merriam-Webster (n.d.) “adult education is defined as “continuing education”, which in turn is defined as “formal courses of study for adult part-time students”. Is there any one definition that does a great job of encompassing all that is adult education in the technological times that we live in?

To understand how broad adult education has become, we have to understand first, the history of adult education in the United States. In the article History of Adult Education: Info on Adult Education Programs (n.d.), we find that “the first adult education programs began in the 1700s”. These programs consisted of learning trades, along with reading and writing. This we believe hits on the educational lens in which Dr. Merriam referred to in her interview. In terms of adult education focusing on apprenticeships and trades, along with basic adult education like literacy, it could be said that formal adult education was very narrow at this time.

In the 1800s adult education broadened to encompass more group studies. Thomas Sticht writes in his chapter about the aim of group members being able to use education for self-improvement. These group studies were in part due to The Lyceum movement and later would prove helpful in the formation of adult education institutions like Chautauqua (Sticht, 2002, para. 24). Robert McNamara (2018) tells us that the Lyceum movement was “a popular trend of adult education in the 1800s as scholars, authors, and even local citizens, would give lectures to local chapters of the organization”. Chautauqua made even bigger moves in adult education by experimenting with “out-of-school, vacation learning” (Chautauqua Institution, n.d.). According to the Chautauqua Institution (n.d.) “The four-year, correspondence course was one of the first attempts at distance learning”. It was through this time period, we can see adult education broadening to encompass more of the social-cultural lens of the field.

As adult education entered into the 20th century we have even more factors leading to the broadening umbrella of adult education and we can see the business lens taking shape alongside educational and social-cultural lenses. “During the 1900s, the government began taking a more important role in adult education” (History of Adult Education, n.d.). Following World War II we see the government step in with adult education for military members in the form of the GI Bill and programs, like the Manpower Development Act and the Economic Development Act, whose aim was to help train and educate those American adults that were unemployed (History of Adult Education, n.d.).

It was also in the 20th century that we began to get new definitions for not only what adult education was, but also how it was taught. Malcolm Knowles and his theory of adult education, Andragogy, laid out 5 characteristics of adult learners: self-concept, experience, readiness to learn, orientation to learning, and motivation to learn (Miroballi, 2010). These characteristics and the principles that Knowles applied to adult learning have and will continue to shape adult education.

One of the principles of Andragogy that continue to add to the diversity and broad definition for adult learning is, “Adults are most interested in learning subjects that have immediate relevance to their job or personal life” (Miroballi, 2010). With an ever-growing desire for individuals to seek out knowledge for both self-improvement and professional development we can see that adult education has continued to grow from within into the business and social-cultural lenses based on individual needs. This will lead us into the social-cultural lens, let us take a look.

The Social-Cultural Lens of Adult Education

While discussing the social-cultural lens of adult education, in her interview, Dr. Merriam brings up the idea of lifelong learning institutes. One of the lifelong learning institutes discussed in her interview is the Road Scholar program (Adult Education with different hats, 2019). Let us take a look at the Road Scholar program and how it helps shape the social-cultural lens of adult education by allowing adults to learn in different social and cultural environments.

The Road Scholar's mission is: “to inspire adults to learn, discover and travel. Our learning adventures engage expert instructors, provide extraordinary access, and stimulate discourse and friendship among people for whom learning is the journey of a lifetime” (Giving, n.d.). With a humble beginning and just six students, Road Scholars has grown to over 100,000 participants each seeking their own education journey (Our Story, n.d.).

Road Scholars target Baby Boomers and this is why it is a great example of the social-cultural lens of adult education (How it Works, n.d.). The Baby Boomer generation has a focus on lifelong learning and has continued to add to the many ways in which we each learn. To participate you just have to be willing to learn and have a great time doing so (How it Works, n.d.), this could be seen as quite a contrast from the learning that was experienced in the 1700 and 1800s.

Each Road Scholars trip is designed specifically for learning. A knowledgeable faculty member attends to point out important facts and to answer questions, lectures by experts are given, and participants then discuss their day and what they have learned by sharing their experiences with their cohort. This educational experience is different from merely traveling, as the details are more focused on their education. Members receive suggested reading before they attend in an effort to reinforce the learning that will take place on this social learning adventure. The itineraries for Road Scholars are extremely detailed, however, they do allow time for participants to explore on their own. This is important because adult education has become so individualized and each participant may be seeking out a different educational experience. By traveling with Road Scholars, adults will learn through experiences (The Experience, n.d.).

Road Scholars does not just give us a good view of the social-cultural lens of adult education but it also continues to show the sheer amount of adult education out in the world today. Road Scholars offers a myriad of learning adventures that include foreign countries, national parks, walking/hiking, signature cities, favorite ships, exclusive voyages, and even the grandparent trips that Dr. Merriam mentioned.  There are 5,500 learning adventures (The Experience, n.d.), so this alone expands the umbrella of adult education in and of itself.

Road Scholars is not free education. These trips do cost a fee to participate and the cost varies according to the trip. There is a program to fit any budget and grants and/or scholarships are available for those who qualify. This is helpful in understanding that adult education can also be viewed through a business lens. Let us now explore a more traditional role of adult education through a business lens, as we take a look at human resource development (HDR) and how it fits into adult education.

The Business Lens of Adult Education

We can see a third lens in which to view adult education through Dr. Merriam’s interview, where she highlighted a couple of specific points that pertained to the business lens of adult education. Dr. Merriam tells us in the interview that individuals that are involved in the vocation and production sectors of society may view adult education as human resource development (HRD) or organizational development (OD) (2019). Human resource development is the structure used to assist members of a company’s workforce to grow within their individual and operational aptitude, understanding, and potential (Heathfield, 2019) While, operational development is an attempt to organize, and grow a company’s success and strength through organized involvement in the company’s procedures and a firm understanding of the principles and practices associated with human relations (McNamara, n.d.).

This particular lens gives us even more breadth in which to look at how diversified adult education can be and how easily the lines of adult education can be blurred with that of the business world. In their article, Bridging the Gap between Human Resource Development and Adult Education, Hatcher and Bowles (2006, Part One) talk about how conflict has created animosity between two distinct academic fields both of which have a place within adult education itself. Hatcher and Bowles then go on to discuss the advantages should these two fields work together in cooperation of the bigger picture (2006, Part Two). We can see again what Dr. Merriam was emphasizing in her interview, this idea of adult education being beneath this large umbrella (2019).

Thomas Reio, Jr. (2007) in his article that explores links between adult education and human resource development presents a solution to the problem introduced above by Hatcher and Bowles (2006). Reio Jr. believes adult education and human resource development need to speak as one voice to bring together the social, economic, moral, and political support needed to benefit all in bridging this perceived gap (2007). Looking toward interdisciplinary work may be a way of not only bridging the gap between human resource development and adult education, but it may also be a way to bridge together the different lenses of adult education as a whole.

While exploring different lenses of adult education, it may seem that the educational lens and the business lens may be pitted against each other. However, we believe there to be great value if they banded together for the good of everyone involved. This way they would both be best equipped to offer those within each field the best overall educational and workplace experience possible.

This business lens along with human resource development also gives us a good way and example of looking at how adult education cannot be a one-size-fits-all or one-size-fits-most area of study. Take for example the idea of human resource development or adult education as training. Nearly every organization has some kind of training whether it is formal training or more practical hands-on training. However, inherent in any training, there are dangers associated with it. Some individuals may not fully grasp all of the concepts and/or rules, others may not be able to digests the training as quickly, while others may find the training boring or repetitive. These examples represent just a few of the reasons why training and mentoring within human resource development need to work with and have an understanding of adult education. For without both, theoretical and practical knowledge of the fields, adult education, and human resource development cannot truly serve those that provide services and those who receive services.

The Many Lenses of Adult Education – Implications

Adult education can be looked at as a way of teaching mature individuals ways to think critically, act accordingly, and with responsibility based on their life experiences. When individuals pursue further study through the different lenses of adult education (educational, social-cultural, and business) they are in essence seeking knowledge and skills that will allow them to provide for the safety and security of themselves and their families. Furthermore, inputting this new knowledge and these new skills to work, individuals with backgrounds in adult education seek to serve others in their community and society as we all strive to empower each other to handle the daily situations, issues, and problems that come as we live life. Dr. Merriam’s umbrella is so encompassing of many perspectives because adult education is about being a part of lifelong learning and you simply cannot place a lifetime in a little box with a beautiful bow.

Throughout this paper, we hope you can clearly see that adult education continues to change from its humble beginnings of teachings about religion and basic literacy skills to immeasurable amounts of online, group, and face-to-face experiences that take place on countless subjects and in countless settings across the world. We are not just educating adults in the hopes of increasing literacy rates or to lower unemployment anymore. We are using adult education to grow individuals in the direction(s) that works best for them to succeed in today’s society. Therefore, because of the diversity of subjects and the many lenses that adult education can be viewed through, the definition of adult education will need to continue to grow. Both educators and students will need to teach and be taught within the areas of their own interest and expertise.

Dr. Merriam’s interview conveyed to us the very idea that adult education has many hats and is multifaceted. We have the more traditional lens of adult education, the social-cultural lens that includes lifelong learning institutes, and we have the business lens that led us into HRD. Each of these areas does in fact, fall under one or more of the many lenses found under adult education and helps to again show the vastness of the field. We have to be open to interdisciplinary work if we want to retain adult education as a field. Just as Dr. Merriam pointed out, everyone views adult education through their own lens (Merriam, 2019) and the educational, social-cultural, and business lenses add more complex layers to the already extremely diverse and hard to define the field of adult education.

We as adult educators have to recognize the breadth of our field and where our expertise and interest lay. Adult education can and should continue to be recognized as a field, as adults will always look for and participate in educational experiences whether for personal or professional growth. We cannot try to narrow the field at the expense of losing an area or lens of the field. Each area is important in its own right. We have to be aware of where the differences are and be willing to work within our own and other disciplines to gain the maximum advantage and ability to continue to educate the adult population.

We agree with a similar idea taken from Hatch and Bowles (2006, Part Two) that if the areas of adult education and the surrounding fields remain divided, adult education could become inaccessible, as adult education programs may be compacted or shut down because educational programs cannot solve their disagreements. We need a commitment within each discipline to work within their lens and the lenses of others to find ways of working harmoniously to provide adult students with the best learning experience.

We think just putting together this perspective paper on adult education has shown our group the many perspectives and lenses in which adult education can be viewed and how that can affect the field of adult education. This is illustrated in our group’s diversity in the subjects within the field we each find interesting. One group member draws their interest from the social-cultural lens, with a passion for lifelong learning institutes and adult educational institutions. Another group member finds his passion and expertise fall within the business lens with regard to HRD. While our last group member finds she best likes exploring both the educational foundations and social-cultural lens of self-improvement through the community. We find that with adult education, no one perspective is right or wrong. What we do find is the need to find ways to work together within the different areas to continue to grow the field of adult education as a whole.

Adult education does not have to be about the many topics that can be taught, but more about the ways in which topics are taught. The focus for adult education may need to focus more on how to teach the diverse groups of adults with differing learning styles and goals that fall under this large umbrella that is adult education. Dr. Merriam asks in her interview “does it matter that, you know, everybody who is doing something in education with adults, calls it adult education? Does that matter?” (2019). We believe adult education can be called and can teach many things, but what really matters is that adults have the opportunities to ascertain an education that proves most beneficial to themselves, their community, and society at large.

Summary of Assignment
Introduction	Adult education is a diverse and multi-faceted field with many lenses Business Lens including HRD and OD Educational Lens including skills and personal development Social-cultural Lens including museums and Road Scholars Layout for the rest of the paper
Discussions	The Educational Lens Understanding of adult learning and its history 1700s – Learning trades, skills, and literacy 1800s – Group studies, correspondence courses 1900s – Government taking a more active role in adult education, new understandings, and teachings for AE  More focus on personal and professional learning The Social-cultural Lens Look at lifelong learning institutes, particularly Road Scholars Inspiring adults to “learn, discover, and travel” (Road Scholars, Giving, n.d.) Look at learning as generational Look at what this type of learning may look like Look at how Road Scholars adds to the broadening field of adult education The Business Lens Look at vocational and production sectors of AE with regards for HRD Understanding of HRD and OD Look at the blurred lines of AE and HRD AE and HRD need to work together to bridge the gap AE is not a one-size-fits-all area of study
Implications	AE needs to be looked at as a way of teaching mature individuals AE needs to allow individuals to seek new knowledge and skills for the betterment of themselves and society AE will not fit into a preconceived box, we must allow it to fit individuals needs and wants AE will continue to broaden as interests change and new ways of learning are established The definition of AE will need to continue to grow as the field grows AE as a field of study needs to be open to interdisciplinary work We must as adult educators find where our interest and expertise lay If AE continues to be divided, we run the risk of AE becoming inaccessible AE may be less about the particular topics of study and more about how to teach these topics to the adult population

References

Chautauqua Institution. (n.d.). Our History. Retrieved from https://chq.org/about-us/history

Giving. (n.d.). Road Scholar. Retrieved on November 1, 2019, from https://www.roadscholar.org/about/giving/

Hatcher, T & Bowles, T. (2006). Bridging the gap between human resource development and adult education: Part one, assumptions, definitions, and critiques. New Horizons in Adult Education and Human Resource Development, 20(2), 5-23. http://education.fiu.edu/newhorizons

Hatcher, T & Bowles, T. (2006). Bridging the gap between human resource development and adult education: Part two, the critical turn. New Horizons in Adult Education and Human Resource Development, 20(3), 5-18. Retrieved from http://education.fiu.edu/newhorizons

Heathfield, S. M. (2019, May 7). What is human resource development (HRD)? The Balance Careers. Retrieved from (https://www.thebalancecareers.com/what-is-human-resource-development-hrd-1918142

History of Adult Education: Info on Adult Education Programs (2017, December). Retrieved from https://study.com/articles/History_of_Adult_Education_Info_on_Adult_Education_Programs.html

How it Works. (n.d.). Road Scholar. Retrieved on November 1, 2019, from https://www.roadscholar.org/practicalinformation/how-it-works?

McNamara, C. (n.d.). Overview of the field of organization development. Free Management Library. Retrieved on November 4, 2019, from https://managementhelp.org/organizationdevelopment/index.htm

McNamara, R. (2018, October 31). American Lyceum Movement. Retrieved from https://www.thoughtco.com/american-lyceum-movement-1773297

Merriam, S. (Interviewee) & Chang, B (Interviewer). (2019, January 16). Adult education with different hats. [Audio file]. Retrieved from https://bsu.instructure.com/courses/73839/files/2264586?module_item_id=769489

Merriam-Webster. (n.d). Retrieved from https://www.merriam-webster.com

Miroballi, B. (2010). Adult learning theory (Andragogy). Northern Arizona University. Retrieved from https://sites.google.com/a/nau.edu/educationallearningtheories/adult-learning-theory-andragogy-by-barbara-miroballi

Our Story. (n.d.). Road Scholar. Retrieved on November 1, 2019, from https://www.roadscholar.org/about/our-story/

Practical Information. (n.d.). Road Scholar. Retrieved on November 1, 2019, from https://www.roadscholar.org/practical-information/

Reio, T.G. Jr. (2007). Exploring the links between adult education and human resource development: Learning, risk-taking, and democratic discourse. New Horizons in Adult Education and Human Resource Development, 21(1/2), 5-12. Retrieved from https://doi.org/10.1002/nha3.20042

Sticht, T. G., (2002). The rise of the adult education and literacy system in the United States: 1600-2000. Review of Adult Learning and Literacy 7(2). Retrieved from http://www.ncsall.net

The Experience. (n.d.). Road Scholar. Retrieved on November 1, 2019, from https://www.roadscholar.org/roadscholar-experience/