Introduction
University education firstly refers to non-compulsory post-secondary education (or further education) at a tertiary level, which is permeating in modern societies. It connotes several distinctions in characteristics, learning attitudes and styles of students when in comparison with conventional primary and secondary education. According to “Encyclopedia Of Sociology”, Houghton (2000) argued that this category consisted of systematic and intentional process of teaching and learning, in which learners should have attain new values, attitudes, skills and disciplines. In addition, under the adult learning framework, Lieb (1991) stated that learners should be equipped with autonomy as well as maverick, with learning motivation as a drive for self-direct learning. As mature students occupying the learning roles, they should draw out their previous working experiences or former secondary education skills, for employing them into relevant theories and concepts taught in courses. Unlike the utilisation of learning methods in conventional education, which is supported by Knowles (2005), as he stated that the core learning principles set by tertiary institutions do not demarcate the field of academics done by students, as to facilitate for students to dig the deeper root of formulation of certain theories. Therefore, to a certain extent, students’ previous learning or working experiences are more valuable than teachers’ knowledge during the learning process in the non-authoritarian teaching.
University education firstly refers to non-compulsory post-secondary education (or further education) at a tertiary level, which is permeating in modern societies. It connotes several distinctions in characteristics, learning attitudes and styles of students when in comparison with conventional primary and secondary education. According to “Encyclopedia Of Sociology”, Houghton (2000) argued that this category consisted of systematic and intentional process of teaching and learning, in which learners should have attain new values, attitudes, skills and disciplines. In addition, under the adult learning framework, Lieb (1991) stated that learners should be equipped with autonomy as well as maverick, with learning motivation as a drive for self-direct learning. As mature students occupying the learning roles, they should draw out their previous working experiences or former secondary education skills, for employing them into relevant theories and concepts taught in courses. Unlike the utilisation of learning methods in conventional education, which is supported by Knowles (2005), as he stated that the core learning principles set by tertiary institutions do not demarcate the field of academics done by students, as to facilitate for students to dig the deeper root of formulation of certain theories. Therefore, to a certain extent, students’ previous learning or working experiences are more valuable than teachers’ knowledge during the learning process in the non-authoritarian teaching.
Western style VS. Eastern Confucianism
The learning inquiry method also portrayed by Knowles (2005), as originated from the ancient time; it is designed to engage students into pooling out any feasible solutions for solving situations and providing solutions. The main objective of this methodology utilised in higher education is to allow students to inquire, enabling them to explore the means of learning at the first stage, and bringing their life experiences into academic works, with life experience conceived as a valuable element in learning. With university education adopt the Western style of learning, mistake is generally regarded as positive; the implication here refers to assertiveness and creativity, enabling individuals to manifest their competencies in academics; hence it is based on the fashion of rational manner, whereas the Eastern style derived from Confucianism, with controls are principally possessed by educators to guide young adolescents, and to indoctrinate particular ideas and knowledge throughout the stage.
Houghton, John. "Adult Education." Encyclopedia of Sociology. 2nd ed. Vol. 1. New York: Macmillan Reference USA, 2000. Gale Opposing Viewpoints In Context. Web. Retrieved 27 Nov. 2010. (http://www.netlibrary.com/).
Knowles, M. S. et al. (2005). The adult learner: the definitive classic in adult education and human resource development (6th ed.). Amsterdam; Boston: Elsevier.
Lieb, S. (1991). Adults As Learners. Retrieved November 25, 2010, from Principles of Adult Learning: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
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