The Adult Learning Circle

Two basic assumptions underpinning the learning circle idea are that adult individuals have an innate desire to learn and that active participation promotes this learning.  The work of the learning circle emanates form the conditions and circumstances of the lives of the participants, and reward for the m is the experience of a greater understanding of themselves and their world together with the application of this understanding for the improvement and enrichment of their indeed our everyday lives.  Learning takes place because knowledge acquired corresponds to personal needs and applies to everyday live.  In other words, life and learning belong together.

The Adult Action Learning Circle (AALC) emphasises group learning and group self-studies based on the belief that knowledge and understandings develop through an interchange between individuals within the group.  The participants influence the selection of the content of the studies, and share responsibility of ensuring the meaningfulness of the studies.  Through conversation, dialogue and exchange of information in a relaxed and informal manner within the learning circle member assists each other acquire knowledge and develop understandings.

Accordingly, everyone needs to make an active contribution to the work of the learning circle.  In this way all members are teachers and students at the same time.  Each member is responsible for the other members as well as for him or her self.  Co-operation, together with democratic atmosphere facilitates dialogue.  Each person feels equal to all other members of the circle and each person participates on equal footing.  This includes facilitator who functions as a guide and assists members by providing information, and indicating ways of proceeding and ensuring participation of all members in the action learning process.

As already pointed out, a feature of the learning circle is the responsibility on the part of the members of the design and content of the learning program, which in this instance is aimed at achieving increased local efficacy in for instance Community Economic Development.  Topics could be drawn from member’s immediate experience, a key community question, a specific bushy topic etc.

Some adult learning circles follow a previously developed plan of studies and questions, while others draw up their own program more in keeping with their changing needs and interests.  The success of the learning circle depends on its members bringing knowledge and experiences to the circle, and the sharing and processing of this information oat the meetings.  The existing knowledge and experience may be supplemented by learning materials, which provide information that can be read individually between sessions and can be discussed during sessions. 

These learning materials may contain set projects, which encourage individual members to refer to the contents to their own problems and situations, and to proceed to other sources of information.  The materials are designed on the assumption that adults are self-directed learners.  Other educational resources may include visits to the circle by outside experts, and visits by the circle to places relevant to its studies.

Consistent with the emphasis on the collective nature of learning for adults here are no formal qualifications given at the end of the learning circle session.  There are no examinations.  There are no marks.  There are no certificates.   In short Adult learning circles are very important learning technique for Adults who want to learn from and with one another in an informal manner.

This document is based on Wildman, P., [BMARPAux4] Heutagogical Learning - Artificer, and Experiential Learning Views and Proposal to Establish an Artificer Learning Centre. 2006, Kalgrove Pty Ltd: Brisbane. p. 30.