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Additional info for Educational Impacts
When people can see, from their points of view, that what they are learning is important, their motivation emerges. The most favorable conditions for learning vary among people. Involving learners requires us to be aware of the various ways they make sense of the world and interpret their learning environment. People who find reading, writing, calculating, and expanding their stores of knowledge interesting and satisfying are likely to be lifelong learners (Merriam, Caffarella, and Baumgartner, 2007).
We want to make sense of things that matter to us, and we are prone to seek out challenges to further our understanding. We usually experience this feeling as interest, the emotional nutrient for a positive attitude toward learning. Interest usually leads to volition, the second criteria for developing a positive attitude. Depending on one’s cultural orientation, volition can range from choice or self-determination to personally valued compliance. In the latter situation, some learners will follow suggestions or directives because they adhere to their culturally approved norms.
We have yet to discover a valid assessment for how much a learner cares or how that person will contribute, as a consequence of a particular course, to a more equitable social order. In fact, there is considerable debate within adult education about how much this field of study has actually contributed to transforming individuals or society (Wilson, 2009). Our approach is to offer instructors a way to make the value of diversity a pervasive part of any course, a characteristic of quality that can be planned and implemented throughout a course.