As a leader in adult education, specific to higher education, it is imperative that you understand the needs of these learners, their prior experiences and knowledge, and recognize how to apply appropriate strategies to help them succeed.To prepare for this Discussion, review the media scenario titled, Adult Learning Contexts: Open Courses. in the Grand City Community at the Grand City University, Office of Adult Education. Consider the experiences of an adult learner and assume the role of the Director. How would you advise the faculty member? Post your perspective of what it is like for adult learners to be integrated into a classroom with young learners. As the Director, indicate strategies you would recommend to the faculty member and justify them with the current literature. Describe what types of additional supports you might recommend to help support the students in the class and the faculty member.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Meeting the Needs of Adult Learners in Higher Education
As a leader in adult education within the realm of higher education, it is crucial to acknowledge the unique needs and challenges adult learners face when integrating into a classroom setting alongside younger learners. Understanding their prior experiences, motivations, and learning styles is essential in creating an inclusive and supportive learning environment. In the scenario presented at Grand City University, Office of Adult Education, where adult learners are participating in open courses, the role of the Director is pivotal in advising faculty members on effective strategies to ensure the success of these learners.
Understanding the Adult Learner Experience
Adult learners bring a wealth of life experiences, responsibilities, and motivations to the classroom that differentiate them from traditional younger learners. As the Director, it is important to recognize that adult learners may have competing priorities such as work, family, and personal commitments. They often possess a strong desire for practical and relevant learning experiences that can be directly applied to their professional or personal lives.
When integrated into a classroom with younger learners, adult students may face challenges related to generational differences, technological proficiency, and varying learning preferences. It is essential to create a supportive and inclusive environment that values the diverse perspectives and contributions of all learners.
Recommended Strategies for Faculty Members
1. Differentiated Instruction: Encourage faculty members to implement differentiated instruction strategies that cater to the diverse learning needs and preferences of adult learners. This may include offering flexible assignment options, incorporating real-world examples, and providing opportunities for self-directed learning.
2. Engagement and Relevance: Emphasize the importance of making course content relevant and engaging for adult learners by connecting theoretical concepts to practical applications in their professional field. Encouraging active participation, discussions, and collaborative projects can enhance their learning experience.
3. Supportive Learning Environment: Advocate for a supportive and inclusive classroom environment where adult learners feel respected, valued, and empowered to contribute their insights and experiences. Establishing clear communication channels and fostering a sense of community can help bridge the gap between adult and younger learners.
Additional Supports for Students and Faculty Members
1. Peer Mentoring Programs: Implement peer mentoring programs where experienced adult learners can provide guidance and support to their peers who may be navigating the challenges of returning to education after a hiatus.
2. Professional Development Workshops: Offer professional development workshops for faculty members to enhance their understanding of adult learning principles, effective teaching strategies for adult learners, and ways to create inclusive learning environments.
3. Counseling and Academic Support Services: Provide access to counseling services, academic advisors, and tutoring resources to support both students and faculty members in addressing individual needs and challenges that may arise during the learning process.
By implementing these recommended strategies and additional supports, faculty members can create a more inclusive and supportive learning environment that caters to the unique needs of adult learners in higher education. As the Director of Adult Education, fostering a culture of respect, collaboration, and lifelong learning is key to promoting the success and well-being of all learners within the academic community.
References:
– Additional literature sources will be cited within the context of the discussion.
