What Makes Lesser-Educated Adults Different?

Abstract

In this paper the author examines the question of how lesser-educated adults learn. What she is interested in is also what motivation drives these adults to learn. Thus, her finding is that they do not have educational, but merely existential needs. Moreover, their learning style is different, and this is not without an impact on programming and planning. In this paper Dušana Findeisen is dealing mostly with the mentor's discourse. Her opinion is that this discourse should imitate that of the work process as closely as possible. The mentor's speech should not be formal and structured in its final form. The mentor should paraphrase, and his or her thinking should be open to constant adaptations. The author bases her findings on her experience with teaching groups of waiters and train conductors.