A Learning Model for Updating Older Technical and Professional Persons.

Autor/in	Dubin, Samuel S.
Titel	A Learning Model for Updating Older Technical and Professional Persons.
Quelle	(1977), (38 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Educational Attitudes; Experiential Learning; Knowledge Level; Learning Motivation; Lifelong Learning; Models; Professional Continuing Education; Professional Personnel; Skill Obsolescence; Technical Occupations; Technological Advancement; Work Environment + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Experiental learning; Erfahrungsorientiertes Lernen; Wissensbasis; Motivation for studies; Lernmotivation; Life-long learning; Lebenslanges Lernen; Analogiemodell; Berufsfeldbezogener Unterricht; Weiterbildung; Personalbestand; Technical occupation; Technischer Beruf; Technological development; Technologische Entwicklung; Arbeitsmilieu
Abstract	Technical and professional persons are especially threatened by the potentiality of becoming outdated in their skills and their knowledge. It is not enough for workers in these fields to maintain the competence acquired in the years of formal education. Their information bank is anything but static; the norm is perpetual change. Psychologists, scientists and engineers have no choice but to plan for a life of continuous self-education and self-renewal by keeping abreast of new developments and new knowledge which are constantly being generated by research. Keeping current with new developments in science and technology is what we refer to as updating. The reverse of updating is obsolescence. This paper describes a model for keeping older technical and professional persons updated. The model emphasizes the experiential mode of learning, which is more suited to adults. Experiential learning has the following characteristics: (1) it defines the teacher's role as one of learning facilitator rather than director of instruction; (2) it focuses on attitudes and skills which foster continuing education; (3) it emphasizes an active process rather than a passive one; and (4) it stresses self-initiated learning. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC