WE ARE WHAT WE LEARN: STUDIES AS A FUNCTION OF IDENTITY IN ADULT EDUCATION
WE ARE WHAT WE LEARN: STUDIES AS A FUNCTION OF IDENTITY IN ADULT EDUCATION

Summary/Abstract: This paper is based on andragogical research conducted at higher education level and carried out to reveal the close relation between learning styles and learners’ identity as well as to investigate the consequences of such styles while studying various subjects for a particular specialization in a particular socio-cultural environment. The second issue that deserves attention in this investigation is the axiomatic hidden mutuality between the study and learners in the sense that not only the personality type shapes the learning style but also how and what we study can have a heavy influence on one’s identity. To the reacher, the main concern is that such influence is positive both personally and professionally, as transformative learning, since we are what we learn.

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