Learning to Name Our Learning Processes

Authors

  • Virginia Griffin Ontario Institute for Studies in Education

DOI:

https://doi.org/10.56105/cjsae.v2i2.2360

Abstract

What it is like to be an adult learner is suggested in the article as a basic area of inquiry in which teachers of adults should always be engaged, but not alone. What it is like to be a learner is transposed to the question of what learning processes the learner is experiencing. Adult learners have as much at stake in the exploration or inquiry as a teacher; they also are essential partners in the search for understanding, identification, and clarification. Ways to help learners to become co-inquirers, to name their own learning processes, are explored. A rich body of research dealing with learning processes, or what it is like to be an adult learner, is identified. The theoretical and practice ideas presented in the article are the result of ten years of experiential learning and reflection, studying theory and research, and supervising qualitative research projects

Résumé

Cet article suggère que l'examen de ce que c'est que d'être un apprenant adulte devrait être un domaine de recherche dans lequel les éducateurs d'adultes ainsi que d'autres intervenants devraient toujours être engagés. Ce que c'est que d'être un apprenant adulte peut se traduire par la question quels sont les processus d'apprentissage chez l'apprenant. Celui-ci, tout comme l'enseignant, a intrêt à ce que cette question soit explorée; tous deux sont des partenaires essentiels dans leur démarche de compréhension, d'identification et des clarifaction. Des moyens pouvant aider les apprenants à devenir co- chercheurs et à identifier leurs propres processus d'apprentissage sont explorés. Un riche évential de recherches traitant des processus d'apprentissage, ou de ce que c'est que d'être un apprenant adulte, est identifi. Les idées théoriques et practiques émises dans cet article sont le fruit d'une décennie d'tudes et de réflexion expérientielle, d'analyses théorique et practique, et de direction de projets de recherche de type qualitatif.

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Published

1988-11-01

How to Cite

Griffin, V. (1988). Learning to Name Our Learning Processes. Canadian Journal for the Study of Adult Education, 2(2), 1–16. https://doi.org/10.56105/cjsae.v2i2.2360

Issue

Vol. 2 No. 2 (1988)

Section

Articles

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