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5 min: Reflect quietly on the following questions and write down your answers on paper. Provide a one bullet-point style answer, the first thing that comes to your mind.
After those 5 minutes, take 10 minutes to discuss your answers with your group.
1. What motivates you?
2. How does that compare to what you believe motivates your current student body? (or any students in your life (children, family, friends, etc.))
3. What kind of learner are you? Or are you a combination of any of the following?

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- Goal-oriented learner- Those who use education to achieve objectives they have identified. A need or interest is realized. Not restricted to one institution or method of learning.
-Activity-oriented learner- Those who find meaning within the circumstances of the learning. For example, social contact drives you to continue your education.
-Learning-oriented learner- Those who seek knowledge for its own sake. Have been interested in learning as long as they can remember. Avid readers, join groups for educational reasons, and select serious programs on TV/radio. (Knowles, 2020)

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Please post your responses and provide examples from your readings where applicable. (20 minutes)

1. What is the purpose of adult education as it applies to you?

-   Does that change based on the setting?

2. What is the relation between content and method of instruction where adult education is concerned?

3. Should individual interests and desires prescribe the curricula of adult education?

4. Should the needs of society play a determining role in creating educational programs?

5. Is self-fulfillment permanent?

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Knowles (Anchor):
Kitchenham (Anchor):
Brown, Andragogy and Transformative Learning in Leadership for Social Justice:

Calabrese Andragogy and Gifted Children:

Calleja Mezirow's Concept of Adult Transformative Learning:

Darbyshire In defense of pedagogy:
Duff Adult Black Males and Andragogy:
Haag Andragogy Pedagogy Continuum in Entrepreneurship Education:
Long Transformative Learning in Doctoral Education:
Taylor Transformative Learning and Andragogy:

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Primary Group (BryAndra, Leda, and Latise)

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Primary Group (BryAndra, Leda, and Latise)

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1. - when you know better, you do better. learning helps me to be a better person.
- future goals and accomplishments
- informal learning
- family
- passion

2. - students are motivated to learn based on interest
- students are motivated based on their interactions with adults (modeling, showing interest, support, and encouraging)
- students are motivated based on short-term goals

3. - learner-oriented
-goal-oriented
- blend of 3 depending on the context/situation

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1. Everyone has a different purpose for why they choose to venture into adult education. The purpose is specific to the individual person.
It changes based on the setting/context.
2. The content influences the method of instruction. The content also influences the setting where instruction takes place.
3. Yes, individual interests and desires should be considered and included in the curricula of adult education. Instructors should be aware of how learners want to engage w/content. It is important because the group of students (roster) changes from year to year. It allows you to be inclusive w/your instruction.

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Stevens-Long et al (2012) - I appreciated the conceptual framework for assessing adult development.

"Further study of transformative doctoral education could produce a more nuanced understanding of the relationships among learning outcomes (cognitive, personal, and behavioral) and the role of specific experiences that contribute to them, including the interaction among the content to them, including the interaction among the content, process, and structure of the learning experiences" (p.193).

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"Some of the benefits are immediate: satisfying a curiosity, enjoying the content itself, enjoying practicing the skill, delighting in the activity of learning; others are long-run: producing something, imparting knowledge or skill to others, understanding what will happen in some future situation" (Knowles et al., p. 36)

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"Some of the benefits are immediate: satisfying a curiosity, enjoying the content itself, enjoying practicing the skill, delighting in the activity of learning; others are long-run: producing something, imparting knowledge or skill to others, understanding what will happen in some future situation" (Knowles et al., p. 36)

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"Some of the benefits are immediate: satisfying a curiosity, enjoying the content itself, enjoying practicing the skill, delighting in the activity of learning; others are long-run: producing something, imparting knowledge or skill to others, understanding what will happen in some future situation" (Knowles et al., p. 36)

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Calabrese and Capraro (2021): By allowing gifted students this aspect of adulthood while still in the midst of their academic career, there may be potential to improve their overall learning experience.

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Calabrese and Capraro (2021): By allowing gifted students this aspect of adulthood while still in the midst of their academic career, there may be potential to improve their overall learning experience.

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" The key to change is new experience." (p. 732)

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"The resource of highest value in adult education is the learner's experience. If education is life, then life is also education".