By John R. Verduin
Too frequently adult-education courses falter simply because those that set them up lack assets to show to for counsel in planning curricula; now John R. Verduin, Jr., presents a framework, a common version educators can use for potent curriculum building. Verduin’s theoretical technique features a curriculum version along with 5 significant parts: cause (direction, philosophical position); outdoors political forces; pursuits; guideline; and evaluation. every one aspect gets chapter-length remedy. The dialogue is general and the foundations derived are vast adequate to use to any adult-learning application. Verduin’s aim is to supply a framework in which the grownup educator could make clever judgements. within the final bankruptcy, besides the fact that, he turns from normal dialogue to precise software of the versions, constructs, and ideas explored during this booklet. principles during this bankruptcy can help you these enthusiastic about grownup education make the transition from a theoretical version to genuine curriculum paintings.
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To assist the adult curriculum worker in decision making, two models will be advanced in the areas of psychological-philosophical concerns and sociological-cultural concerns to aid in reviewing critical areas which have a direct bearing on the curriculum, the adult student, and the professional adult educator. " and many others constantly confront the curriculum worker. These questions must be carefully reviewed and decisions made if we are to provide for educating adults for more successful living in America.
In this case an adult education curriculum worker should view the professional situation (the curriculum) through a theoretical or conceptual model and then make the decision as to what should or should not appear in a certain curriculum for a certain group of adult students. The value of using models for decision making in curriculum work is that it brings to the level of awareness the important, mediating variables in a given situation. Once the variables are identified and examined, then decisions about them can be made.
Do we see the adult learner as a rather passive individual who must be molded and shaped? Page 21 Or do we view the adult learner as an active, growing being who interacts constantly with his environment? Are adults uniquely different from one another? if they are different, what does this mean for curriculum design work? What factors of a cultural nature play upon the adult student and his learning? What are the values and needs of adult learners, be they affluent or underprivileged? Should we be concerned about these values and needs and other factors associated with the individual adult learner?