Phenomenological and Humanistic Psychology: Formulating Adult Education Instructional System to Increase ESL Learners� Autonomy

Abstract

The acquisition of new knowledge and developing work habits are the optimal targets in classrooms; however, forming socially accepted attitudes and developing empathy are extremely important to instill responsible members in societies. The Adult Education Curriculum is not static due to the complexities of local, national, and international communities that demand curriculum designers and developers to have constant understanding of the cognitive theories and instruction formulations. Thence, Curriculum development can lead to required changes, manipulating a collection of procedures to meet the sociopsychological changes in community. How do we define the effective teacher's sociocultural consciousness? is a daunting question raised by researchers for a long time. Given the complexity of this question, additional educational research is needed to define the classroom pedagogical goal that enhances the well-adjusted individuals through the cogent learning progression. The thrust of this present article is to look at the dynamics of using the Phenomenological and Humanistic theories as prominent psychological lenses not only to guide the work of curriculum developers but also to utilize proper instructions for productive ESL adult education classes.

(Some) adults left behind: Digital literacy and the working learner

“…However, if this need is simply reduced to an economist lens, a hyper‐narrow focus on workforce development and job availability reduces our ability to equitably broach the challenge of providing digital skills to all learners (Špolar & Holford, 2014). A humanistic approach recognizes that adult working learners do not exist in a vacuum and must contend with digital literacy, its three contexts of impact, and the potential inequity embedded in gaining these skills (Antikainen, 2009; Elias & Merriam, 2005; Zaky, 2018). There is a critical need then to consider the relationship between working learners, their unique barriers to learning, and the role of inclusion and advocacy in the provision of digital literacy.…”