Būsimo specialisto brandos ypatybės aukštojoje mokykloje
Analysis of the Contexts of Children and Adult Learning Culture Concepts in Modern School

Summary/Abstract: Modern learning conception and its changes, children and adult learning culture, specific features of children and adult learning, their similarities and differences are emphasized in this article. The conception of learning has changed today because learning is understood in a broader context. It is like a dynamic process of search where the environment and a learning agent interact and a new understanding about us and the surrounding world develops. According to the constructivist learning theory the aim of learning is not to absorb knowledge from the outside world but to reflect the world through self-experience. In modern school it is necessary to analyze educational cultures of two different age groups (i.e. children and adults). Now they are defined as pedagogical and androgogical cultures with their own learning strategies. The conception of learning culture means convictions, values, habits and a task fulfillment manner in pupil (children) or teacher (adult) communities. While analysing learning cultures of children and adults such peculiarities or features of adult learning culture may be noticed: they are more self-dependent than children; they have much professional and personal experience and use it as a source of information. Adults are ready to learn subjects, which are necessary solving their life problems; they have clear learning objectives, special learning programs are designed for their needs. The most important is inner motivation (satisfaction with work, self-respect, self-expression, life quality), though outer motivation factors are also important (promotion, higher salary). Typical features of children learning culture are those: frame of mind to learn (if general atmosphere in the family is positive for school); children learning is successful in cosy, comfortable and created by them environment. For children involuntary learning that requires activities and is full of discoveries is typical; children not only fulfill tasks but also solve problems in the process of learning. They use their experience in activities and learn in the process of playing; children accept differences easier. A child is active and self-dependent in the process of learning as long as ‘pressure’ by adults occurs. But adult learning may not differ from children learning if it takes place in the same social situation. The concept ‘adult learning’ means only the status of a learner but is not a different form of learning.

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