Reflecting on Assumptions of Learning

On January 24, 2023, as a class, we met virtually on Zoom to discuss the different assumptions of adult learning. As a class, we were required to read chapters 1 and 2 of Making Sense of Adult Learning by Dorothy MacKeracher, which discussed assumptions of learning and adult learning, respectively. We played a learning game called Hit or Myth. A fun fact I did not know was that "hit or myth" is a learning tool. The objective of hit and myth was to critically analyze a given statement to determine if you believe it is fact or fiction.

Moreover, some of the assumptions about adult learning that turned out to be true were:

• Like breathing, learning is an everybody function (MacKeracher, 2004, p. 12).
• Learning is cyclical and a lifelong process (MacKeracher, 2004, p. 12).
• Adult learners apply learning in practical situations (MacKeracher, 2004, p. 12).

However, some of the assumptions about adult learning that turned out to be fiction were:

• Learning results in a change of behaviors (MacKeracher, 2004, p. 12).
• Learners only have one preference for learning (MacKeracher, 2004, p. 12).

Reflecting on the different learning assumptions, we had to present a picture or story of what we thought learning looked like. My example was a picture of me participating in a Socratic discussion on identity. Going back to the also false assumption that learning results in a change of behavior, it did result in a change of behavior for me, but it also resulted in a change in emotional intelligence, communication, and consciousness. Being able to use my critical thinking skills, it changed how I communicate with people and how I listen to people when it comes to actively listening rather than listening to respond. Ultimately, that is why that assumption is false—not because learning does not change behaviors, but because learning changes many factors besides behaviors.

References

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). University of Toronto Press.