Two Perspectives on Facilitation in Adult Education: Learner-centered Facilitation versus Interventionist Facilitation
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This study reviews the descriptions of educator's role in adult education literature and examines two contrasting perspectives on the concept of facilitation, learner-centered facilitation and interventionist facilitation. Learner-centered facilitation derives from the historical context of the tradition of humanistic education and assumes learner's self-directedness and critical awareness. However learner-centered facilitation has been criticized for simplifying the dynamic of educator-learner interaction and potentially limiting the educator's role to passive assistant or resource person. In order to provide an alternative perspective to learner-centered facilitation this study adopts Brookfield's(1986) usage of interventionist facilitation, which argues that educators could challenge the value or appropriateness of an activity proposed by a learner and the role of educators should be broadened to include activities that encourage adult learners to consider different ways of thinking. This study recommends that studies on the practice of negotiation are needed for further discussion on the notion of facilitation as the "hallmark of adult education."
Abstract
This study reviews the descriptions of educator's role in adult education literature and examines two contrasting perspectives on the concept of facilitation, learner-centered facilitation and interventionist facilitation. Learner-centered facilitation derives from the historical context of the tradition of humanistic education and assumes learner's self-directedness and critical awareness. However learner-centered facilitation has been criticized for simplifying the dynamic of educator-learner interaction and potentially limiting the educator's role to passive assistant or resource person. In order to provide an alternative perspective to learner-centered facilitation this study adopts Brookfield's(1986) usage of interventionist facilitation, which argues that educators could challenge the value or appropriateness of an activity proposed by a learner and the role of educators should be broadened to include activities that encourage adult learners to consider different ways of thinking. This study recommends that studies on the practice of negotiation are needed for further discussion on the notion of facilitation as the "hallmark of adult education."
참고문헌 (42)
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