This paper begins with andragogy as being “the art and science of helping adults learn” (Kowles, 1980, p. 43; Mirrian, Caffarlla, and Baumgartner, 2007, p. 84). Bedi (2004) concluded that “[a]ndragogy facilitates the understanding of student behavior in the teaching relationship, provides a theoretical reason for teaching behavior and is a guiding philosophy for how to manage the learning environment towards an effective outcome” (p. 97); this is the source and resources of power for the teacher and the student. In addition and according to Mirriam, Caffarella, and Baumgartner (2007)—Hiemstra (1993, p. 42) stated, “Power consists of a combination of such external resources. . . as family support, social abilities, and economic abilities. It also includes various internally acquired or accumulated skills and experiences contributing to effective performance, such as resilience, coping skills, and personality” (p. 94). It is within the context of no family support, social abilities, and economic abilities, as a student, I lacked these powers that unchartered my course within educational requirements, thus, became A None-Conducive Situation That Did Not Help My Learning.
Traditional Learning Context
Attending the brick-and-mortar traditional university, my traditional learning environment fostered any and everything but a setting for the mature. I had just completed a hitch with the military, and I was unstable already from such, and college campus life was no encouragement to change at the time. Knowles as to his six assumptions stating “[a]s a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being (Mirriam, Caffarella, and Baumgartner 2007, p. 84) maybe all so true. However, the question begs to be answered: In what direction? I was self-directed to the having as much fun as I could, which was non-conducive to learning. I have always passed in mathematics because math is generally a subject that I need very little study to pass a test. Beginning college, many moons ago, I had this one egghead math professor, and all that we want to do was lecture in a math teaching environment. “It struck me [me too] as I read through his work that this developmental shift in educational perspective for Knowles was mirroring my journey (albeit that my educational starting point was a prehistoric one in comparison!)” (Bedi, 2004, p. 94). I thought this to be strange at the time of delivery associated with his teaching style; and today, I would say outright dumb. As a young adult student, I believe as Knowles states, “that adults need to know why they need to learn something may be true much of the time, but some studies also suggest that adults may learn for the sheer enjoyment of learning (Mirriam, Caffarella, and Baumgartner, 2007, p. 87). This was not my experience in this math class of boring lectures, which added nothing to my growth within higher educational...