methods and materials for religious education in adult education in ...

European Journal of Educational Studies 5(1), 2013
An adult is usually defined as a fully grown person or who is considered to be legally responsible for his actions.
(Ominyi and Opu, 2008) according to Anyanwu (1997), an adult is one who shows a reasonable measure of maturity,
controls himself, prudent, patient, tolerant and socially reasonable. This means that those whom are regarded as
adults are expected to show moral and emotional maturity. However, adulthood is not limited to physiological
maturation alone, rather, adult is someone who has entered upon the responsibility of maturity (UNESCO, 1972).
Based on this, which are associated with the state of being adult such as, self-direction, judgemental maturity and a
sense of responsibility. Adults deserve to partake in decision which affect their own well-being and that of their
community and society at large. They ought to participate in transmitting the benefits of culture and societal living to
the younger persons (Adekammbi and Modise, 2000). If adults are seen in this way, they need to acquire sound
education whether in adulthood or childhood. As education brings about the highest all-round development of
persons, greater desirable fullness of personality, illiterate adult needs to be educated, especially
religiously.Following from this, the concept of adult education needs, to be examined.
Adult education, according to Smith (2002), in some countries is used in comprehensive manner to mean all facets of
education for those who left primary and secondary schools, in other countries; it is used in restricted manner to
mean basic literacy education for adults. Based on this, Anowor, Ezema and Umezuruike (2001) maintain that adult
education is by no means uniformly or consistently defined throughout the world, because of its relationship with the
social, political and cultural conditions of different countries. Defining adult education, Makulu (1971) considers it
to mean that all-inclusive pattern of adult development which has in view the need of the adult not only as an
individual, but also as a member of his community, and which help him to live more effectively in his society. On
the basis of this definition, Adult education include mass education, community development, vocational training,
basic literacy, youth activities, and formal and non-formal education aimed at training the adult for his duties as a
citizen of his state.
Adult education may be organized in three modes:
1. To train adults to get a qualification (second chance, remedial educational)
2. As a national mass education programme, such as the mass education programme, such as the mass literacy
programme in Nigeria leading to any academic qualification.
3. As a deliberate training programme for adults specific skills (Duke, 1982).
In whatever mode we put adult education. It aim is promoting mass literacy by availing all and sundry the
opportunities to be educated. In other words, it is a form of education, which is properly planned and methodically
applied for the provision of remedial, continuing and other aspects or forms of education to adults or adolescents
outside the regular formal education (Okafor, 1987).
Adult leaner, in adult education study all the regular subjects of the regular students, including religious education.
The teaching of religious education in adult education calls for a critical question on methodology and material.
Methods and materials are integral part of teaching. The influence how well or how poorly a subject will be learned
(Akubueze 1992). Deicing appropriate method and adapting necessary materials in teaching adults are necessary
because adult learners have peculiar characteristics. According Mirian (2000) Adult learners:
i. Has independence self-concept and who direct his or her own learning;
ii. Has accumulated a reservoir of life experiences that is a rich resource for learning;
iii. Has learning need closely related to changing social roles.
iv. Is problem centered and is interested in immediate application of knowledge.
v. Is motivated to learn by internal factors.
The adequate knowledge of these traits which help the adult education apply appropriate andrology in the process of
teaching. The knowledge of some theories in adult education will also be of immense importance in choosing the
methods and materials relevant in teaching the Adults. This is necessary because some of these theories do not only
depict the attributes of adult learners but also silently pointed out the methods and materials required at any stage of
adult learning.
Action learning theory, for example, according to York (2000) points out that classroom training is inefficient in
adult learning. The reason is that half of the people in the classroom are secretly working on their “real jobs” half are
so relieved not to be able doing their real jobs, they„ve turned their mind entirely off. Half already know half the stuff
being taught and are playing Buzzword Bingo on their palms, half will never need to know more than half of it.
Wade and Hammick (1999), advocate that action packed methods like project methods should be adopted to arrest
the attention of the learners.
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