Models of teaching adults in Northern American educational space

It is stressed that in the process of adult teaching, on the basis of andragogy, the main role is the adult pupil, who is an equal subject of the educational process. It was found that the functioning of models of teaching is based on the principles of andragogical, which were formed by M. Knowles, considering the peculiarities of adult pupils who study: understanding the value of study; self-realization and self-direction of adult pupils; usage of subject’s experience as a source and basis of knowledge; context of learning: tight relations with currant problems; practice-orientation and actualization of results of learning motivation. The stages of adult learning are systematized as follows: stage of preparation, creation of a positive learning environment; creation of conditions for joint planning; definition of educational needs; formation of aim; making of planning; and assessment. It was found that the model of D. Henry reflects the interconnection and self-determination of key ideas in andragogy, principles, and stages. Clarification of the typology of motivation styles is presented: aim-oriented, action-oriented, study-oriented, and self-oriented. It is stressed that self-orientation in adult education forms the basis for M. Knowles’ andragogical conception. Inclination to self-direction is a peculiar feature of adult education compared with children’s education. The primary aim of adult education is to develop self-orientation. It was found that self-oriented learning is a process in which the initiative in diagnostics of one’s educational needs, pointing out of educational aims, defining resources for study, planning, conducting educational processes, and evaluating results moves to students who can obtain help from teachers or study independently. Self-oriented study is viewed as independent rather than learning with the help of others. Every adult studies every year and plans to study independently. It was found that the model of self-directed learning is oriented at creating conditions for motivation of person to critical reflexion and defining of personal sense and educational needs. Critical reflexion is a mechanism to determine the effectiveness of self-directed learning models. To attain the highest level of motivation, it is important to perform self-diagnostics of one’s educational needs. It helps the person to understand one’s educational needs and the forces for their fulfillment. Self-directed learning concerns changes in consciousness that presuppose evaluation of contextuality and understanding values and needs. The aims of critical reflexion are not in pointing out reasons and consequences but in the perfection of the process of understanding values of study and self-understanding. Self-oriented learning brings a person into the state of self-actualization, in which the person begins to develop, search alternative ways, building interrelations between self-directed learning and conceptions of humanism and liberalism, paying attention to the necessity of evaluation of adult education experience and help in obtaining control of study. The uniquity of the self-directed learning model presupposes that the process of learning is based on the experience of the person who studies it and its usage in the process of learning. When an experience was ignored or under evaluation, it was perceived as a low level of respect to the experience and to the individual, i.e., the person was ignored. Therefore, experience should be perceived seriously during the study process. The main aims of self-directed learning were singled out: development of students’ self-actualization skills during the process of studies; establishment of transformative learning; establishment of social actions. The first aim is associated with conceptions of Humanism, according to which learning must be self-initiated and personality must be researched. Therefore, developing self-direction skills is important.  The first aim is associated with the conception of humanism, according to which learning should be self-initiated and according to the needs of a person to research the nature of a person. In this context, internal motivation is more important than external motivation. Internal motivation is more powerful and effective; coincides with an independent motivation to learn and change. The second aim of self-directed learning is to consider the process of critical reflexiveness as an internal and critical component that leads to transformative learning. Critical reflexiveness and transformative learning support the aims and facilitate emancipated learning and social actions. The third aim of transformative learning is to teach students how to relax and engage in positive social actions.