Critical Examination of Theories on Adult Learning and

Emotional Intelligence

This presentation critically examines theories of adult learning and emotional intelligence to analyze how they can contribute to the

development of individuals and organizations. By understanding these theories, we can gain valuable insights into how adults learn

most effectively and how emotional intelligence contributes to successful learning experiences. The presentation will highlight

different theories and discuss their practical applications with side-by-side illustrations of real-world events.

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 Understanding The Concept Of Adult Learning Theory
KEY CONCEPT

“First, There Was Pedagogy & Then Came Andragogy”, Ozuah (2016). As opposed to pedagogy which focuses on knowledge
A REAL-LIFE EXAMPLE OF THIS;
acquisition, this concept developed by Malcolm Knowles was described as an approach to adult learning that will be through the root

of problem-solving, not through subjects. (Gessner, 1956). As such Andragogy, also known as Adult learning according to Knowles is
An individual currently employed in an organization, decided to go for a master's
the art and science of helping adults learn.
program to enhance his skill and professional development (Imperative to know), he

Adult learning theories provide a roadmap for understanding how adults learn best and how to effectively design learning experiences decided to opt for the self-paced online program (self-concept of the learning) because of

as a result concepts such as: his experiences with learning in the past, he believes that the style of this program will be

• The Imperative to Know more beneficial to him in terms of group discussions, problem-solving activities, case

studies and the flexibility of learning (The Importance of Experiential Learning).To meet
• The Self-Concept of the Learner.
his goal to excel in his career (motive), he is open and willing to learn new skills, and

• The Importance of Experiential Learning knowledge that are relevant to him as an individual and his organization (Adaptability to

Learning and Learning Orientation)

• Adaptability to Learning

• Learning Orientation. And Motive

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 CRITICAL EXAMINATION OF ADULT LEARNING THEORIES
To critically examine adult learning theories, it is necessary to note that Andragogy, although most talked about, is not the only theory that deals with adult learning. Adult learning theories have evolved over the

years, providing a framework to understand how adults acquire knowledge and skills. Some prominent theories include Transformative Learning Theory, Experiential Learning Theory, and of course the well-

known Andragogy.

TRANSFORMATIVE LEARNING THEORY

Developed by Jack Mezirow, he argues that adults undergo transformative learning when they critically evaluate their beliefs, assumptions, and perspectives, leading to a shift in worldview. In this theory,

emphasis are on the role of dialogue and reflection in facilitating deep learning Mezirow (1991). This theory gives importance to critical thinking and reflection, as an essential skill in this rapidly changing

world. These skills are valuable for addressing social justice and empowerment, as they encourage learners to challenge societal norms and consider multiple viewpoints (Mezirow, 2000).

LIMITATIONS

The overall impact of transformative learning can be difficult to measure. The emphasis on individual transformation may overlook the importance of social and environmental factors that influence

learning. Also, engaging in critical reflection can be uncomfortable, and not all learners may be ready or willing to participate in such deep introspection (Cranton, 2002).

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 EXPERIENTIAL LEARNING THEORY

This learning theory proposed by David Kolb declares that learning is a process that involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb, 1984). This cyclical

model stresses the essence of experience in the learning process, suggesting that adults learn best through direct engagement and reflection on their experiences.

The model identifies that adults often learn through trial and error, making it exceptionally applicable in professional settings where practical skills are necessary (Kolb & Kolb, 2005).

LIMITATION: Critics however argue that this theory may not adequately account for the diverse learning techniques and preferences of adult learners (Felder & Brent, 2005). Moreover, relying solely on experience may lead to an

undervaluation of theoretical knowledge, which is necessary for deeper understanding (Merriam & Caffarella, 1999). Additionally, this theory fails to consider the potential barriers that some adults face, such as lack of time or resources

during self-directed learning

ANDRAGOGY

Andragogy, a term primarily associated with Malcolm Knowles, emphasizes that adults learn differently than children. One of the primary strengths of Andragogy is its acknowledgment of the autonomy of adult learners.

Educators can develop more relevant and engaging curricula by recognizing that adults bring previous experiences to the learning environment (Knowles, 1980). Moreover, the emphasis on problem-solving aligns well with adult learners'

needs, encouraging applying knowledge in real-world situations.

This theory has significantly shaped adult education practices, especially in promoting learner autonomy and relevance in learning experiences.

LIMITATION: Critics believe that Andragogy may oversimplify the intricacy of adult learning. For example, it can be unduly rigid, presuming all adults are self-directed and willing to learn, which may not hold true for everyone

(Merriam & Bierema, 2013). Also, the theory has been berated for lacking empirical support and relying primarily on anecdotal evidence (Tough, 1971).

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EXAMPLES OF ADULT LEARNING THEORIES

Transformative Learning in Practice

A community college course on social justice that encourages students to examine their own beliefs and biases critically

and to develop a deeper understanding of systemic inequalities.

Experiential Learning in the Workplace

A leadership development program that engages participants in simulations, group projects, and real-world challenges,

enabling them to learn through practical experience and reflection .

Andragogy in Action

A workplace training program that allows employees to choose the topics they want to learn about and provides

opportunities for them to apply their knowledge in real-world situations.

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 Emotional Intelligence Theories
Emotional intelligence (EI) is a significant construct in psychology and organizational behavior. Goleman (1995) recognized five key

elements of emotional intelligence:

Self-Awareness

This is the skill of understanding one's own emotions and their effects. Individuals with high self-awareness are often more confident and better

at managing their emotions (Goleman, 1995).

Motivation

Goleman (1995) emphasizes intrinsic motivation, driven by personal values and goals rather than external rewards, resulting in higher

achievement and perseverance.

Empathy

This is the ability to understand the emotional makeup of other people and respond appropriately. Empathy is crucial for building strong

interpersonal relationships (Goleman, 1995).

Social Skills

These skills facilitate interaction and communication, enabling individuals to effectively manage relationships (Mayer et al., 2004).

Self-Regulation

This refers to the ability to manage and redirect disruptive emotions and impulses. People who can self-regulate are more

adaptable and can maintain emotional balance during stressful situations (Mayer, Salovey, & Caruso, 2004).

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 Critical Analysis of Emotional Intelligence Theories
Strengths Limitations
Theory

The capacity to perceive, comprehend, utilize,

Mayer-Salovey-Caruso Emotional
and manage emotions May not be suitable for assessing emotional
Intelligence Test (MSCEIT) intelligence in real-world settings.
Strong theoretical foundation and rigorous

methodology

Provides a practical and accessible framework The concept of emotional intelligence lacks

Goleman's Model empirical support and may oversimplify the

for understanding emotional intelligence.
idea.

May be too broad and lack specific

Bar-On Model Emphasizes the importance of both intrapersonal

and interpersonal skills measurement tools.

Trait Emotional Intelligence It views emotional intelligence as a personality traits

May not fully account for the dynamic
Provides a stable and reliable measure of emotional
nature of emotional intelligence.

intelligence.

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 Applications of Emotional Intelligence Theories
• Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)

Common applications of MSCEIT include Communication, Leadership Development, Customer service, Sales Performance,

Innovation, and creativity.

• Goleman's EI model

Organizations commonly use Goleman’s model in areas of the business such as Decision-making, Organizational culture, Talent

management, and Change management.

• Bar-On Model

Professional applications of Bar-On’s model include Recruitment and selection, Succession planning, Team building, Conflict

resolution, and Performance management.

• Trait Emotional Intelligence

Individuals with trait emotional intelligence typically perform better in the workplace, possess stronger work abilities, and

provide greater benefits to their company.

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 Critical Analysis of Adult Learning Theories and Emotional

Intelligence Theories
1 Common Ground

The adult learning and Emotional intelligence theories draw focus to the importance of self-awareness, self-regulation, and the ability

to learn from individual experiences. Both of these theories reconcile personal development and discovery.

2 Synergy

Emotional intelligence plays an important role in adult learning. Emotional intelligence equip the individual by stimulating

motivation, engagement, and the ability to manage challenging situations at work and their everyday lives.

3 Implications for Practice

The integration of these theories, a learning environment that foster both cognitive development and emotional

intelligence for learners can be achieved.

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 Conclusion
In conclusion, understanding the interplay between adult learning theories and emotional intelligence theories can significantly enhance the learning

experience, fostering self-awareness, social competence, and personal growth.

By incorporating these principles into our approach to education, training, and leadership development, it will provide a valuable framework for

promoting successful learning experiences in individuals and organizations.

This journey of learning and emotional growth is an ongoing process, requiring continuous reflection, adaptation, and a commitment to building a more

informed and compassionate society.

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 References
Cranton, P. (2002). Teaching for transformation. *The Journal of Continuing Higher Education*, 50(1), 5-9. https://doi.org/10.1080/07377363.2002.10400192

Gessner, R. (1956) The Democratic Man: Selected Writings of Eduard C.Lindeman

Goleman, D. (1995). *Emotional Intelligence: Why It Can Matter More Than IQ*. New York: Bantam Books.

Felder, R. M., & Brent, R. (2005). Understanding student differences. *Journal of Engineering Education*, 94(1), 57-72. https://doi.org/10.1002/j.2168-9830.2005.tb00829.x

Knowles, M. S. (1980). *The Modern Practice of Adult Education: Andragogy Versus Pedagogy*. Cambridge Books.

Kolb, D. A. (1984). *Experiential learning: Experience as the source of learning and development*. Prentice Hall.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. *Academy of Management Learning & Education*, 4(2), 193-
212. https://doi.org/10.5465/amle.2005.17268566

Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. *Psychological Inquiry*, 15(3), 197-215.

Merriam, S. B., & Bierema, L. L. (2013). *Adult learning: Linking theory and practice*. Jossey-Bass.

Merriam, S. B., & Caffarella, R. S. (1999). *Learning in adulthood: A comprehensive guide*. Jossey-Bass.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.

Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. In J. Mezirow & Associates (Eds.), *Learning as transformation: Critical perspectives on a
theory in progress* (pp. 3-20). Jossey-Bass.

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

Tough, A. (1971). *The Adult Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning*. Ontario Institute for Studies in Education.
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