Adults, unlike children, have a wide variety of prior experiences and knowledge which they bring to the processes of learning they engage in at later stages of life. This difference between teaching children (pedagogy) and teaching adults was identified by Malcolm Knowles in the 1980s. He coined the term andragogy to describe the art and science of helping adults learn. Andragogy is premised on five key tenets: self-concept; experience; readiness to learn; orientation to learn; and motivation. These are often absent from the conventional facilitation methods used for adult learning and education (ALE) in Nigeria. The author of this article notes that many ALE programmes fail to meet the needs and expectations which motivate learners to engage in a course. She argues that for learning outcomes to be more successful, teaching methods need to be more creative and take learners’ prior experience and knowledge into consideration. After reviewing literature on the topic of adult learning, this article examines conventional methods of facilitating ALE in South West Nigeria. The author points out some of these methods’ shortcomings and suggests that one viable approach to addressing these might be to introduce the use of traditional folklore for andragogical purposes. The author posits that integrating oral tradition would also enable a more playful approach to adult learning. In a practice-oriented vein, she discusses the innovative and andragogical elements inherent in folktales, lullabies, folksongs, poetry, proverbs and riddles, illustrating her discussion with Yoruba examples. She concludes that folklore is useful as an independent or integral ALE facilitation method, with promising potential to make ALE more effective.

中文翻译：

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传统民俗在促进尼日利亚成人学习中的作用

成人与儿童不同，他们有各种各样的先前经验和知识，他们将这些经验和知识带入他们在人生后期的学习过程中。马尔科姆·诺尔斯 (Malcolm Knowles) 在 1980 年代发现了教学儿童（教学法）和教学成人之间的差异。他创造了“儿童学”这个词来描述帮助成年人学习的艺术和科学。Andragogy 以五个关键原则为前提：自我概念；经验; 准备学习；学习方向；和动机。这些通常在尼日利亚用于成人学习和教育 (ALE) 的传统促进方法中不存在。本文作者指出，许多 ALE 课程未能满足激励学习者参与课程的需求和期望。她认为，为了让学习成果更成功，教学方法需要更具创造性，并考虑到学习者先前的经验和知识。在查阅了有关成人学习主题的文献后，本文研究了在尼日利亚西南部促进 ALE 的传统方法。作者指出了这些方法的一些缺点，并建议解决这些问题的一种可行方法可能是引入传统民俗的使用，以达到教义目的。作者认为，整合口述传统也将使成人学习更具趣味性。她以实践为导向，讨论了民间故事、摇篮曲、民歌、诗歌、谚语和谜语中固有的创新和寓言元素，并用约鲁巴语的例子说明了她的讨论。