Andragogy Literature Review

Andragogy Literature Review

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Andragogy Literature Review

Melick, R. R., &Melick, S. (2010). Teaching that transforms

This book aims at improving the means in which the bible teachings are taught to the learners who are adults. As grownups nowadays leave the church in droves, the author recognizes that it is the part since most of the teachers of adults have little or no exposure to various distinctive characteristics of adult learners. This further renders their teachings ineffective.

Affirming the traditional authority of the word of God and considering the urge to make it relevant to the entire generation in its educational and cultural context. Here, the academic professors Richard and Shera Melik set out to present an easily understood way for conducting teachings from the Bible among adults. They describe this as transformational which actually confirms the fact that the bible is taught so that the lives of the individuals being taught is transformed. As always, the great results of such transformations are putting strong faith into action.

Wilson, C. A. (2006). No One is Too Old to Learn

This book tells of the advances that are new in researching about the brain. This research confirms what has been said by teachers of adults for years. For instance in the case of children and adults who cannot learn in the same way. This is because the brain of a child does not reach maturity and new brain function until around the age of 21. A good example is when youths normally use emotion as a mean of deciding rather than using their executive brain just like adults.

Moreover, this book has research that identifies ways in which adults can use to improve their IQ as a way of sharpening their minds to old age. All this is possible since the capacity of the brain normally occurs later in life of an individual. Therefore, this means that individuals can experience growth of cells throughout their life as long as they continue to learn things that are new as well as living in environments that facilitate brain stimulation.

Furthermore, the book reveals that it is possible to delay Alzheimer disease by simply increasing the activities of learning new things either through music or a new language. Ultimately all this greatly contributes to the good health of the brain which improves on life itself.

Botwinick, J. (2013). The Cognitive processes in maturity and old age. Springer

The author of this book shows that changes related to age in cognitive function vary across persons and across cognitive domains, where some tasks of cognitive appear to be more susceptible than others. Most of the cognitive aging research focuses on attention and memory, and indeed it may be that shortages in these critical processes can result in much of the variance observed in higher-level cognitive processes. The cognitive processes mapping onto neural structures contains one of the latest research enterprise driven majorly by improvements in neuroimaging technology. Most of the early work in this part put a lot of emphasis on the understanding of brain parts connected with various kinds of cognitive performance. This research indicates that aging among older adults mostly appears to activate different brain structures than young individuals, especially when performing cognitive tasks. Finally, the understanding of changes that are related to cognition requires a parallel understanding of the changes related to age in the brain and the underlying mechanisms that result in such changes.

Werner, J. M., & DeSimone, R. L. (2012). Human resource development. Mason, OH: South-Western

The author of this book aims at enhancing mastery of basic human resource development. He does this by clearly making the reader to understand the concepts, processes as well as practices that form the basis of succeeding. In this management text, we get exposed to concepts and theories that can be put in place in many organizations. This book covers the strategic issues in the human resource development, training, research and statistics as well as teamwork.

Furthermore, the text provides a new theoretical insight that can be used to advance the understanding of human resource development. This includes synthesizing the bodies that exist in an organization, the taxonomies, and typologies that are normally developed as the foundation for the theory and new sustentative theories. The human resource development takes the various paradigmatic view of theory building in that the philosophies of human resource development, history foundations as well as definitions of the field are further addressed.

Ozuah, P. O. (2016). First, there was pedagogy and then came andragogy. Einstein journal of Biology and Medicine, 21(2), 83-87

In this book, the author identifies the first pedagogical assumption being the dependent personality normally depicted among the learners. This implies that learners cannot identify their own learning needs. Another assumption is that learning should be made to be subject centered. Another assumption emphasizes on extrinsic motivation as one of the crucial driving force that facilitates learning. Finally, there is the assumption that the prior experience of the learner was actually irrelevant. This, therefore, means that teachers do not need to consider the student’s prior experience as consequential.

Furthermore, the author goes further and identifies the approach to adult learning which is done through a lot of problem-solving and rather not subject. This means that adults first begging by giving attention to the circumstances they find themselves rather than just beginning by studying the subject in the hope of getting the usefulness of the information. This, therefore, brings the revelation that adult learning is a new concept.