Dr. Gloria Craig Introduces Section 3 Concepts Learning is influenced by cultural norms and values. Each culture learns using different methods and demonstrates what they have learned in different manners.

Schools came into existence during the 7th century in Europe primarily for preparing young boys for the priesthood. A set of assumptions about learning and strategies for teaching became known as “pedagogy” meaning “the art and science of teaching children.”  The pedagogical model of education is a set of beliefs utilized by traditional teachers and is based on the Content Model that emphasizes “WHAT” to learn.  Pedigogical learners tend to be passive, dependent learners. Pedigogical learners have an external motivation and are motivated by grades. 

The pedagogical model of education is a set of beliefs that were based on assumptions regarding teaching and learning that evolved between the 7th and 12th centuries in monastic and cathedral schools in Europe. When public schools came into existence in the 19th century, this was the only model available so the entire educational system is based on a pedagogical model. Therefore, adults were taught in the same style and manner as children (Malcolm Knowles, 1990).

Today in the 21st century, this model of education has become the basis of organization of our educational system (Knowles, 1990). After the end of World War I, a growing body of ideas was developed regarding the unique characteristics of adults as learners.

During the last two decades, Malcolm Knowles (1990) believed that these ideas have evolved into a comprehensive theory of adult learning. Knowles (1990) clarified that he has been trying to formulate a theory of adult learning for four decades that takes into account what is known about adult learners. After being introduced to the term “andragogy” defined as the “art and science of helping adults learn,” he started constructing an andragogical model of education. Andragogy is based on a Process Model that emphasizes “HOW” to learn. Andrgogical learners or adult learners tend to be self-directed and have an active role in learning. Adult learners have an internal motivation and learn from competencies.

View the PowerPoint presentation to learn about the characteristics of adult learners. 

Although many of the adult learner characteristics apply to the majority of adults, learning must be individually and culturally based. Learning is influenced by cultural norms and values. Each culture learns using different methods and demonstrates what they have learned in different manners. It has been noted that what we learn and how we learn is often formulated in the first five years of life and although no unique Native American learning style has been identified, common patterns have been recognized (Winters & Owens, 1993).

Most research has been done on identifying individual learning styles as a method of promoting successful learning. Numerous learning style inventories have been developed and utilized to acquire information regarding learning styles. In general, learning styles have identified that learners use visual, auditory, and kinesthetic-tactile methods for learning a variety of information. Other research has identified that while individuals may have a preferred learning style, they can be taught to develop the other learning styles (The 4MATSystem Model). 

Native American research has identified a basic difference between the Native American culture and the American culture.  The American culture promotes a learning approach in which learners are encouraged to follow the philosophy of “if at first you don’t succeed, try, try, again.” Mistakes are identified as “opportunities for learning” and that “learning from your mistakes” provided experiential learning opportunities (Swisher & Deyhle, 1989).

The Native American culture promotes a learning approach in which learners are encouraged to observe an activity repeatedly before attempting performance of the activity. Native American learners have been identified as visual learners. Native American learners observe an activity, review the activity in their minds until they can perform the activity well, and then perform the activity for an audience. Privacy during self-testing and then demonstration of the activity for approval are the essential steps utilized by the Native American when learning a new skill or competency. Native Americans do not value learning through public mistakes whereas the American culture “will give a man credit for trying” (Swisher & Deyhle, 1989).

Collaborative groups and peer-directed activities have been identified as avenues that promote successful learning with many Native Americans. Native American learners have been identified as event-oriented in that everything that is read, heard, or seen is in someway connected to their own lives (Winters & Owens, 1993).

Teaching/learning strategies that could be helpful for Native American elders include strategies that allow them to read, hear, or view a concept repeatedly before attempting to demonstrate competency of the new concept. Story-telling is a teaching strategy valued by the Native American culture. Historically, information has been passed from one generation to the next using stories as a method of transferring knowledge regarding valued concepts. Another method for teaching has been the demonstration of skills to children followed by return demonstration after much private practice. With the identification of a strong connection between visual learning and successful learning, Native American elders would benefit from instruction in the form of story telling, story books with pictures, and video demonstrations. These method allow learners control over their learning environment which empowers them to learn at their own comfort and pace. After learning has occurred, then demonstration of the learning can be evaluated following a performance of the concept. 

Other online resources regarding Native American Elders and Teaching/Learning:

Ableza: Native American Virtual Cultural Center

• Tips for Teachers
• Traditional Stories
• Full Circle

• Education
• Stories and Legands

Andragogy: Malcolm Knowles

Guidelines for Working with Adult Learners. ERIC Digest No. 77

Learning Styles and Multiple Intelligence

Learning Styles: Importance for Native American Children

The Native American Bedtime Story Collection

Teaching and Learning with Native Americans: A Handbook for Non-Native American Adult Educators

Center for Multilingual, Multicultural Research

Thank you for your time and attention.  Please be sure
to take the Post-Test for Section 3.

Proceed to Section 4