Socrates and Adult Learning
The Death of Socrates by Jacques-Louis David
There was a phrase used to describe a law school teaching style that would invoke great fear and trepidation in all law students. This teaching style is called “The Socratic Method.” The Socratic Method was teaching that was in simple terms, one-sided. It did not include much interaction between the Professor and the student and nothing else but lecture, questions and exams. Only yesterday, March 26, 2011 – with 10 years as a practicing attorney, did I learn that The Socratic Method was less about isolation and much more inclusive. The philosophy of Socrates was about self-knowledge, situational focus, critical thinking and learning as discovery. I believe that Socrates developed components of adult learning. After reading The Meaning of Adult Learning, by Eduard C. Lindeman, my reaction is that learning for adults essentially must include interactive teaching, experience building, and practical application.
Throughout elementary, middle and in some cases high school, students are usually taught that there will be some discussion of a topic, the required highlights of the particular area(s) and responses to any questions. This scenario will not be appropriate when teaching adults. Adult Learning must involve interactive teaching. There will be a professor of a course with clear objectives for the classroom. However, the professor is more of a facilitator than just a lecturer. The facilitator’s method of teaching includes, but is not limited to, questions and answers throughout the process. These questions and answers are not directed at the professor, but at the students. Interactive teaching is about the directing and responding of colleagues. For example, as within our March class, there was a discussion about the seminal readings where colleagues talked and responded to each other. There was an occasional facilitator’s moment but essentially the class taught itself. Adults are not looking for just a straight lecture; it must be interactive teaching and learning.
Adult Learning. Source: flickr.com/photos/minneapolisinstituteofarts
Unlike early learning environments, the adult learning environments are enrolled with individuals who have lived a little and know a little something about life. Basically, adult learners have the advantage of experience. Experience is a valuable tool in the ability to teach, apply and implement any teachings. I have heard that the best lessons come from your experiences. However, I have grown to believe that the best lessons come from other people’s experiences. If you have operated a successful program, I would want to be mentored by you in order to replicate a similar process in order to reach a successful level. Likewise, if you have had a compliance audit and received deficiencies, I would value the experience of knowing the process, areas of concern, trends and corrective plans of action. Experience sharing makes adult learning as connected as knowing someone’s name and receiving their business card. In addition, the exchange that occurs with how adult learners become aware of new, current or innovative information is invaluable when building your own experiences.
In sports, it’s all about practice, practice and more practice. This type of practice is believed to lead to immediate, long-term and permanent success. Well, for adult learning the practice mentality has to be joined with practical application. Adult Learners are looking for tools for their toolkit which will be able to be used tomorrow. No longer are Executives, Directors, Managers or Entry-Level Employees looking for courses, training sessions or meetings that do not have useful and instant applicability. Once a month, I meet with the Executive Leadership of the organization and it’s all about the development of skills that I expect to be used when the meeting has concluded. This expectation supports my adult learners understand that their time is valuable (as is mine) and that the exchange of information is about instant improvement and stagnant implementation. Further, when adult learners can identify the substance in what they are learning and determine ways of applying to daily operations the adult learner will begin to seek opportunities to expand their knowledge base.
Adult Learning is about mutual respect for each participant in the classroom. This learning environment (or safe space) must involve interactive teaching, experience building and practical application. There is an obvious professor-student relationship, but it is more about the multiple facets of that relationship. Some of these facets include honesty, integrity, tolerance, intellect and confidentiality. Within our personal lives, the relationships with the most value and greater trust are the ones that we are likely to consult when faced with challenges. The facilitator of the environment must have an understanding of adult learning that entails a comprehension around positive and supportive relationships. I would end with the facilitator must make comments, ask questions and allow the learners to be adults.
Bibliography
Lindeman, Eduard C., The Meaning of Adult Education, (University of Oklahoma, 1989).
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