Le-Anne Goliath
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The view from an adult learner
As an adult learner, I can be described as a curious individual. I have spent most of my adult
learning life as a student at Stellenbosch University studying Humanities (politics and
psychology), then PGCE and finally Honours. Although this is not the end of my adult
education journey, it is where I am currently situated. For me to enrol as an adult learner for
this course, I had to make a difficult decision. This decision was difficult as it did not only
involve my aspirations, but the emotions of children. Ultimately, I decided to resign from my
position as head Psychology and English teacher and move back to South Africa to study. This
decision was also difficult as it meant investing in myself, something many struggle with. I
struggle with this quite a bit as I have never been truly accepted by education and still feel
incompetent in this field. This dispositional constraint will be discussed later.
Learning process during the module
Before the adult learning and support module, I had never heard of adult education. I have
heard about night schools, but my understanding of them was limited. In and through this
module, I have learned the various learning theories of adult education which are largely
informed by the emancipatory approach to education. I would like to add that I was aware of
critical theory and will also be inclined to support its ideas.
With the content in this module, I have been able to identify myself as having a ‘ learner in
transition’ learning style, this is important as it has offered me insight into what type of learner
I am and more importantly, what type of learner I am not and what I can do to be better.
Learning strategies to improve is of utter importance to me, as is with all adult learners.
Furthermore, what was most insightful was that pedagogy was designed for children and
andragogy was designed for adults. This is something I had never thought of and I now
understand how applying pedagogy to adult education is reductionist as it limits the adult
learner and stops them from becoming self- directed.
Own experience
When reflecting upon my adult education journey thus far, I would like to do so in relation to
four themes. Job relevance, progress, trust and exploration. This module offered job relevance
as I will become a lecturer myself and I have been able to determine the need for the content
that was offered in this module. When it comes to trust and building a trusting relationship with
those in my adult learning context, it has not been easy. This is as a result of poor
16688627
The view from an adult learner
As an adult learner, I can be described as a curious individual. I have spent most of my adult
learning life as a student at Stellenbosch University studying Humanities (politics and
psychology), then PGCE and finally Honours. Although this is not the end of my adult
education journey, it is where I am currently situated. For me to enrol as an adult learner for
this course, I had to make a difficult decision. This decision was difficult as it did not only
involve my aspirations, but the emotions of children. Ultimately, I decided to resign from my
position as head Psychology and English teacher and move back to South Africa to study. This
decision was also difficult as it meant investing in myself, something many struggle with. I
struggle with this quite a bit as I have never been truly accepted by education and still feel
incompetent in this field. This dispositional constraint will be discussed later.
Learning process during the module
Before the adult learning and support module, I had never heard of adult education. I have
heard about night schools, but my understanding of them was limited. In and through this
module, I have learned the various learning theories of adult education which are largely
informed by the emancipatory approach to education. I would like to add that I was aware of
critical theory and will also be inclined to support its ideas.
With the content in this module, I have been able to identify myself as having a ‘ learner in
transition’ learning style, this is important as it has offered me insight into what type of learner
I am and more importantly, what type of learner I am not and what I can do to be better.
Learning strategies to improve is of utter importance to me, as is with all adult learners.
Furthermore, what was most insightful was that pedagogy was designed for children and
andragogy was designed for adults. This is something I had never thought of and I now
understand how applying pedagogy to adult education is reductionist as it limits the adult
learner and stops them from becoming self- directed.
Own experience
When reflecting upon my adult education journey thus far, I would like to do so in relation to
four themes. Job relevance, progress, trust and exploration. This module offered job relevance
as I will become a lecturer myself and I have been able to determine the need for the content
that was offered in this module. When it comes to trust and building a trusting relationship with
those in my adult learning context, it has not been easy. This is as a result of poor
