Framing Care for Planners of Education Programs

Abstract

Using a framework of care to design experiences in formal or informal learning does two things. It acknowledges intentions of reflective learning through open communication and meets expectations of scholars seeking knowledge within a learning community. This proposed framework was developed from programs involving popular education, community development, open communication, critical reflection, and democratic participation. It can be applied to most instructional contexts, where relationships between facilitators and participants are valued as part of an active learning environment. This framework of care builds on the work of Myles Horton, Paulo Freire, Nel Noddings, and Fergal Finnegan. When planning programs, we recommend both understanding participants’ learning goals and then being attentive to care, community, communication, critical reflection, equality, and democracy. Through these approaches, educators can create a caring experience for learners.

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Adult Learning

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