ABSTRACT
The model of the learning processes discussed in the previous chapter commences and concludes with the person of the learner, which highlights the fact that learning and personhood are inextricably intertwined. However, few educators of adults have actually concentrated upon the idea of personhood, preferring to employ the concept of the self. While it might be argued that the self is at the heart of the ‘mental component’ of the human being, as indeed have Kidd (1973) Knowles (1980) and Rogers (1969) inter alia. However, it is suggested here that person is more than self and it is recognised that the emphasis upon self has resulted in an emphasis being placed upon factors other than knowledge and learning, such as that of the humanity of the learner. This is a position that was tentatively adopted elsewhere (Jarvis, 1983b), but one which has subsequently been slightly modified here, without loss of emphasis upon the aspect of humanity. It is maintained that the ideological orientations of the first three writers mentioned above are such that they lead to unnecessary emphasis being placed upon the feelings and emotions of the person and insufficient concentration being given to the actual process of acquiring knowledge through learning.
