Adult Continuing Education, Essay Example

In my entry essay I explained that as a mother and Army Officer in today’s complex environment it is incredibly important for one to gain an understanding of the diversities that comprise our world. As I gain insights into this discipline exploring various methods by which people learn, it is expected to help me communicate more effectively in relating to people of different ethnicity, cultures as well as opinions. I recognized that a professional approach towards understanding how adults learn is an essential self- development tool that will positively impact adult education internationally.

Therefore, in explaining how I am different now than when I first began this program is to reflect on the seven SLO experiences and the artifacts which were selected to reinforce reinforced the learning activity. Certainly, before embarking on this course I never knew anything that I could use APA style, to demonstrate proper integration of relevant literature into an Adult Education problem, concept or argument. When had to integrate Program Planning along with A Real World and Social Education artifact it was then I realized my transformation had begun.

Precisely, my belief that program and curriculum were the same had to be dispensed. Alternatively, I had to embrace new knowledge of knowing how to design a framework whereby as an educator I can facilitate teaching/learning planning programs relevant to my students needs and evaluating them regularly to test their efficacy. Ultimately, I realized that APA formatting was way beyond a citation skill, but rather a formula for interpreting order in a real world through applications of writing citations consistent perspectives of a real world.

Demonstrating knowledge of research methodologies through critique word document and proposal power point presentation contained in SLO 2 module was yet another alert signaling k where I should make a right about turn regarding how I perceived being a twenty-first century adult educator. My awareness of research techniques was obscure. This module forced me to take an in-depth review into research ethics and values. I knew nothing about defining variables in a research article; identifying limitations of a study; detecting research design and evaluating whether the researcher’s conclusions were valid by scrutinizing the data collection and analysis approaches. Besides the technology related to design power points and use in to presenting research proposal, I thought was none of my business. Now I know that it is actual essential to adult education dissemination of evidence based practice information.

Engaging in SLO 3 module was phenomenal demonstrating an understanding of social issues affecting adult education. Importantly, I never knew that there were social issues affecting adult education. I was astounded to learn that microagression was such a powerful force in adult education because it is a theory, with assumptions denoting interaction between people who respond negatively to another just out of prejudice (Sue, 2010). Elaborating on this issue I was able to research my microagression tendencies to make a demonstration though face to face interview interaction. Remarkably, micro aggression could affect face to face interview responses and in the long term deface true purpose of adult education.

By the time I arrived at SLO 4, to demonstrate knowledge of how technology impact adult education and adult learning, I was fully immersed into a new way of being as an adult educator. I was confronted by a 19^th century stalwart in the discipline by the name of Margaret fuller. She lived for merely 40 short years, but made a 400 years commitment to adult education in her era. Upon researching the life and work of this exceptional character, I made a commitment to be the best adult educator there can be.

Margaret Fuller was accused by her male critics of being overly self-confident and ill tempered. However, no one can deny her incomparable exceptional brilliance and intellectual quality. She began adult education through a conversation program because teaching women in her time was illegal. Demonstrating the prudence of a reformer she designed strategies whereby she can achieve her purpose of educating American women who were marginalized. This brings to mind that many in this twenty-first century society are marginalized and I should take a stand just like Margaret Fully to reach those people.

This could only be achieved educators can demonstrate effective written communication skills. It must be admitted that prior to beginning this program command of the written language was not my priority. However, its relevance was highlighted when I had to review a journal article then embrace my cultural story. It was then that I contemplated how on my cultural orientation affects the written communication skills I express. Essentially, it is related to the use of language. In my culture it is English articulation of grammar, sentence construction, diction and command of the written word. Therefore, my culture influences the attitude I would adapt towards the critique of a journal article. This is why people differ regarding interpretation of the written language. Clearly, this was a profound unfoldment for me embodied in SLO 5.

Now the educator is required to demonstrate the ability to synthesize complex information through critical reflection and mentorship. Critical reflection helped me change my way of thinking about what is right because a decision might be legally right it may be critically wrong. A typical example is the right away traffic. One driver who has the right away may see another forging ahead without stopping when he/she should. Critical thinking would allow the driver on the right of way to stop in order save his/her life before initiating an argument regarding who has the right away or not. Mentorship facilitates synthesize complex information. As such, I must mentor my student into critical thinking skills as projected in SLO 6.

Ultimately, as I leave the doors of this classroom environment a graduate I must recognize my moral and ethical responsibilities within the adult education profession and practice professional ethics. Definitely, this is a quality I did not possess when I walked through the doors physically or figuratively as an undergraduate. Importantly, the philosophical elements of one’s character are the greatest impacts anyone can make on globally. As an educator imparting values to learners from a structured premise of curriculum as well as philosophical and ethical applications requires taking responsibility for one’s actions and interactions.

An obvious application for the future is emulating the work and life of Margaret Fuller by initiating adult education programs that will include minorities in the American society. A value essential to the success of this venture is realizing that very person on the face of this earth has a right to education and opportunities for higher learning. This change will have tremendous affects on the way I work in the field of adult education.

During my entry essay exposition I reiterated my pleasure engaging in learning just as much much as teaching others. Therefore, application of these real world skills acquired during this program will definitely enhance my delivery. It would change the way I interact with students and colleagues in my discipline who feel that higher education is preserved for just a few. Even though I expect to retire from the military profession, I keep abreast with changes in which I can participate.

For example, more time is devoted now than previously towards training potential leaders on how to demonstrate critical thinking techniques not just in a class room environment, but on the job and at home. This is the whole purpose of education. It is to help people function at a higher level of existence. Precisely, the labor market is passionately looking for employees who demonstrate rational and analytical thinking abilities. These imminent reflect the tremendous impact of my decision to contribute in this unique way towards improving adult education in the military organization and beyond upon retirement.

References

Sue, D.W. (2010). Sue, 2010: Taxonomy of Microaggressions. From Microaggressions in Everyday life: race, gender, and sexual orientation. John Wiley & Sons