# data[].attributes.body
Research and Teaching Interests

Critical feminist theory and pedagogy

Learning in the homeplace

Cross-cultural teaching and research

Policies and practices in lifelong learning

Active citizenship

Higher education

Philosophical and critical theoretical perspectives

# data[].attributes.attachment_link.readable_text
Dr. Patricia Gouthro
Professor

Office: Seton 471
Phone: (902) 457-6103
Fax: (902) 457-4911
E-mail: Patricia.Gouthro@msvu.ca

Research and Teaching Interests

Critical feminist theory and pedagogy

Learning in the homeplace

Cross-cultural teaching and research

Policies and practices in lifelong learning

Active citizenship

Higher education

Philosophical and critical theoretical perspectives

Background

PhD, Educational Foundations, Dalhousie University
MA, Sociology, University of Guelph
Patricia Gouthro's personal website
Return to top

# data[].attributes.attachment_link.description
Dr. Patricia GouthroProfessorOffice: Seton 471Phone: (902) 457-6103 Fax: (902) 457-4911E-mail: Patricia.Gouthro@msvu.ca Research and Teaching Interests Critical feminist theory and pedagogy Learning in the homeplace Cross-cultural teaching and research Policies and practices in lifelong learning Active...

# data[].attributes.attachment_caption
"As educators, our understanding of theory is informed by our own personal experiences of teaching and learning"

# data[].attributes.headline
Informal and Formal Theories of Teaching & Learning

# data[].attributes.subject
Informal and Formal Theories of Teaching & Learning

# data[].attributes.body
Informal Theories:

"the premises we come up with that shape our understanding of how to do things".

reinforced by our own experiences and socialization.

not always well-articulated or clearly defined.

ex: language learning; learning "by doing" and immersion versus other learning models for second-language acquisition.

Formal Theories:

"have evolved within particular academic disciplines and have gained credibility" through academic discourse and literature.

written & published.

incorporated in research analysis.

shared among researchers and scholars in communities of practice.

"the residue of multiple experiences and an aid to interpret new instances" .

Relevance to Adult Education (FT):

In North America, adult education theory has undergone cumulative building of knowledge and "scientific revolutions". In its early years, psychological theories (behaviorism) were foundational and prominent, whereas later on sociological theories became more widespread, demonstrating that the theoretical foundations of adult education are based on other disciplines, such as psychology, sociology, and philosophy.

Important Quotes:

"theory can help us build sound teaching practices and should inform the empirical research that we do in the field".

"theory is important for understanding both broader social contexts and the development of the individual adult".

"through theory we can better understand...the social, political, and cultural contexts within which we work".

# data[].attributes.attachment_caption
"In adult education, a challenge for many learners and educators is how to reconcile experience with theory"

# data[].attributes.body
Challenges to understanding theory:

Graduate students and faculty often find theory to be A LOT.

Extensive range of theoretical content.

Interdisciplinary nature creates overlapping boundaries.

Complex language can be off-putting to practitioners.

Resistance to Theory:

Students often prefer "practical" skills over theoretical understanding.

Resistance to investing time and energy in complex theoretical concepts.

Practitioners may not find theoretical language useful for their goals.

Folks often resist learning that conflicts with their values/understanding.

Theory vs. Experience Tensions:

Formal theories may either...

Resonate with existing experiences

Create "disjuncture" (Jarvis) or "disorienting dilemma" (Mezirow)

And with critical theory...

Requires painful self-exploration.

Demands engagement with abstract concepts.

Academic Pressures:

Competition for academic jobs intensifying.

Pressure to publish early in career.

Risk of scholars narrowing focus too early.

Less time for broad theoretical reading.

Grant-based research demands limiting time for theoretical study.

Important Quotes:

"learning to be critically reflective is harder than many students anticipate because it often entails a combination of painful self-exploration and difficult academic learning."

"theorizing about one's world view can be an alienating activity."

in adult education, a challenge for many learners and educators is how to reconcile experience with theory."

# data[].attributes.attachment_caption
"Theory helps educators make sense of the problems and challenges that they face in their work, and understand better the social, political, cultural, and economic factors shaping their learning contexts."

# data[].attributes.body
Context of Neoliberal Impact:

Diminishment of liberal arts.

Emphasis on narrow accountability metrics.

Reduced appreciation of education's role in democracy.

Results in "theory-lite" writing in adult education.

Example of Transformative Learning Theory:

Shows "stuckness" and stagnation.

Lacks theoretical progression.

Need to return to primary sources (Mezirow).

Important to understand theoretical complexity.

Role of Primary vs Secondary Sources:

Secondary sources valuable as introduction.

Secondary sources shouldn't be sole reference.

More engagement with original texts.

View secondary sources as a bridge to deeper understanding of theoretical concepts.

Importance for Professional Practice:

Theory provides foundation for professional methods.

Essential for understanding complex teaching scenarios.

Helps make sense of teaching challenges.

Encourages deeper reflection on practice.

Supports better-informed teaching decisions.

Helps justify pedagogical choices.

Provides framework for understanding complex situations.

Enables better response to learner needs.

Important Quotes:

"as neoliberal values have pervaded the academy, we have seen a diminishment of the liberal arts, an emphasis on accountability and narrowly construed identifies of productivity, and a lessening of appreciation for the value of education in supporting a vibrant democratic society."

"becoming a good adult educator involves being able to delve into assumptions (theory) that we have about teaching and learning, and helping learners reflect on their beliefs as well."

"so within a neoliberal framework, where the language of the market shapes all interchanges, we begin to position students as 'customers' or 'consumers,' educators as "providers,' and teaching and research as 'outcomes' or 'deliverables.'"

"within a neoliberal context, technical-rational knowledge is privileged, because it is easier to measure and does not raise the possibility of social change."

"reading theory helps us to name or rename aspects of our experience that elude or puzzle us."

"'and yet, what is education for if not to change people?'" (Hoggan et al. 2017).

# data[].attributes.body
Summary:

Gourthro (2019) takes on the responsibility of arguing that theoretical discourse in adult education out to be robust, instead of heeding to the pressures to focus solely on practical skills and measurable outcomes. She argues that theory provides the necessary tools that educators use to understand the complexity and nuance of teaching/learning. While, yes, there are challenges to teaching and learning theory, it is crucial for the development of effective educational practices and promoting social justice in adult education. She discusses this in the vein of both informal (personal experience) and formal (academic) theories that shape educational practice. In addition, Gourthro also points to neoliberal pressures as being responsible for the shift towards practical skills and away from theory.

Discussion Questions:

The author argues that neoliberalism has 'snaked its way through all facets of our societies' and positions students as "customers" and teaching as "deliverables." How does this neo-liberalization of education influence our theoretical frameworks in adult education? Consider both the obvious impacts and the subtle ways this might shape our understanding of what constitutes 'good' educational practice.

Gourthro discusses how theory can create what Jarvis calls a 'disjuncture' and Mezirow terms a 'disorienting dilemma.' How do you navigate the tension between your informal theories (developed through experience) and formal theories that may challenge your existing assumptions? What are the implications for how we introduce challenging theoretical concepts to our own students?"

# data[].attributes.body
You can access a light markup of the article here.