Philosophy doesn't provide cookbook answers to the numerous dilemmas we face in day-to-day practice. However, it can help us to understand us and why we make certain decisions. The informative function of the Extension professional is much too significant to depart to meagre possibility or tradition. Philosophy provides an acquainted alternative. These six traditions are liberal, progressive, behaviorist, humanist, radical adult and conventional environmental education, respectively. A reaction of each philosophy's main tenets, including the aims of education, beliefs about the nature of learners, the role of educators, and instructional strategies and assessment of learning. My reaction to each philosophy is described below.
Progressive Adult Education
Learning should be self-directed. The educator may have several magnificent things to educate, but if the scholar does not accept as factual that they are applicable to her, she will not be engaged. This is particularly factual for educators who are employed in groups that they are not a part of. (Parker 2005) The educator should enlist in very careful enquiry in alignment to realize the position of the scholar, which encompasses attentive hearing, as well as an authentic concern in the desires of the scholar, before advancing along any line of instruction. (Diaz 2006) The discovering natural environment should conceive in the scholar a hunger for the acquisition of information, insights and abilities after the direct know-how with the teacher.
Behaviorist Adult Education
It says that the discovering natural environment should foster humility in both the scholar and teacher. Most up to designated day advances to learning are materialistic; the scholar buys, investigations, obtains a stage, becomes an “expert”, etc. The entire informative know-how, from the educators to managers, cultivates in the scholar a sense of self is that is founded solely on the know-how and information gained. The “Expert” mind-set in ...