Socio-Anthropological Perspective Anthropology is a combination of two words derived from Greek language: anthropos and logos.

. The term anthropos is equivalent to the word mankind or human being, while logos means study or science. is a broad scientific discipline dedicated to the comparative study of humans as a group, from its first appearance on earth to its present stage of development. t should further be stressed that anthropology focuses on !"# the origin of humans, !$# the evolutionary development of humans, !%# human physical, biochemical and cultural variations, and !&# the material possessions and cultural heritages of humans.

Socio-Anthropology n the classic definition, dedicated to the study of distant civili'ations in their traditional and contemporary forms. n larger aspiration: the comparative study of all human societies in the light of those challengingly unfamiliar beliefs and customs that e(pose our own ethnocentric limitations and put us in our place within the wider gamut of the world)s civili'ations. What provokes people to continuously participate in learning? What holds them back to end up their involvement in learning? Harry F. Wolcott BA *h.+. ,tanford- taught at the .niversity of /regon, serving on both the faculties of education and anthropology- one of the practitioners of social anthropology 0ocuses his research on anthropology and education, cultural acquisition, and the nature of ethnographic research. 1ccording to 2alcott, unlike children and teenagers, adults have many responsibilities that they must balance against the demands of learning. !" S !# PA $!%!PA$!#& '"A #!#& ,ocio3economic status 4ack of transportation 4ack of time 5otivation factors +iscrimination

4ack of interest or confidence 4ack of information about programs6opportunities for learning

The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers nstructors must learn why their students are enrolled !the motivators#- they have to discover what7s keeping them from learning.

"'"("#$S )F '"A #!#& (otivation 3 4earner must recogni'e the need for the information ein*orcement 3 nstructors encourage correct modes of behavior and performance etention 3 4earner must see a purpose for the information and understand and be able to interpret and apply it. $rans*erence 3 4earner is able to use the information taught in the course but in a news setting

$+P"S )F "!#F) %"("#$ Positive ein*orcement 3reinforces good that results to positive behavior #egative ein*orcement 3useful in trying to make the bad behavior to disappear or become e(tinct $+P"S )F $ A#SF" "#%" Positive $rans*erence 3occurs when the participants uses the behavior taught in the course #egative $rans*erence 3occurs when the participants do what they are told not to do $echnological Perspective 0r. Greek 8technologia7 techne3craft logia3saying 1pplication of scientific knowledge to serve humankind

+eals with species7 usage and knowledge of tools 9 crafts and how it affects species ability to control and adapt to its environment The scientific method and material used to achieve a commercial or industrial ob:ective.

A,-A#$A&"S )F $"%H#)')&+ !# $H" %'ASS ))( ;e3evaluate the very nature of what and how to teach computers as tutors <nhances students creativity and access to information *repare students for the working environment where technology skills are imperative for :ob searching and training. =y incorporating technology in your classroom, you are supporting student7s future. t prepares students for career and other real world events. 1llows students to be e(plorers and producers of knowledge.

,!SA,-A#$A&"S )F $"%H#)')&+ !# $H" %'ASS ))( =oyle stated computers does all the work for the students, not allowing them the opportunity to digest what they have learned 1ccording to 2ehrle the pre3computer age generation envisions designing computer technologies that still take into account emotional needs of the students 1ccording to >ota !$??@#, ,ince technology itself requires proper motivation for its benefits to accrue, any school that can7t direct student motivation capably will fail to do so with technology, as well !or worse, allow technology to distract students#. This clearly shows that students are still young and curious but they need an ongoing motivation, guidance and support to e(cel in education. n today7s technology3based environment you may find that education is becoming more learner3centered than teacher3centered. This learner3centered approach focuses on creating an environment in which you, as learner, can be actively involved in your learning instead of passively absorbing information conveyed by the instructor.

PS+%H)')&!%A' P" SP"%$!-"S ,e*inition o* $erms ". Psychological - 1rising in the mind- related to mental and emotional state of a person !freedictionary.com# $. Perspectives - /utlook or 5ental >iew !freedictionary.com# %. !ntelligence 3 4atin >erb: To .nderstand- capacity of learning, reasoning, understanding and similar forms of mental activity.!freedictionary.com#

PS+%H)')&!%A' P" SP"%$!-" <ncompasses the types of intelligence as categori'ed by important people SP"A (A#.S ()#A %H!% $H") + )F !#$"''!&"#%" +eveloped by AB1;4<, ,*<1;51C =elieves that there is only /C< /><;144 CT<44 G<CA<, known as the G<C<;14 CT<44 G<CA< or G for short. 0ocuses on the ability to see relationships between things and manipulate those relationships to solve problems. %A$$"''.S $+P" )F !#$"''!&"#%" =y ;aymond =ernard Aattell /. % +S$A''!0" !#$"''!&"#%" is the ability to use skills, knowledge, and e(perience. t does not equate to memory or knowledge, but it does rely on accessing information from long3term memory. 1. F'2!, !#$"''!&"#%" is the capacity to think logically and solve problems in novel situations, independent of acquired knowledge. t is the ability to analyse novel problems, identify patterns and relationships that underpin these problems and the e(trapolation of these using logic.

CRYSTALLIZED INTELLIGENCE -is not as solid as fluid intelligence and can change - is the type of learning we have acquired from past experience. A prime example is the results we obtain from taking an exam which is based on prior knowledge of the subject at hand. -It changes because each new thing we learn is added to our repertoire of knowledge.

FLUID INTELLIGENCE - is what we refer to as abstract thinking, or thinking out of the box -the ability to perceive relationships - is the intelligence we have for problem solving, recogni ing different abstract patterns and making sense of them is based on learning and understanding concepts. It is not just rote memori ation. !ecause fluid intelligence is based on learning.

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!#% "AS!#& %)(P'"3!$+ A,2'$ '"A #!#& -2ho is an 1+.4T61+.4T 4<1;C<;,D Who is an A,2'$? 1lready have their own set patterns of learning, which vary considerably one from the other. 1re adults by definition- but some are more adults than others- some are still searching in education for dependency, others for autonomy1re in a continuing process of growth, but they grow in different direction7s and at a different pace. 32hat are the characteristics of 1dult 4earningD

%HA A%$" !S$!%S o* an A,2'$ '"A #!#& 1dult learning is learner3centered 1dult learning is social learning 1dult learning is active learning 1dult learning means acquiring knowledge and competence

4#)3.S 5 (),!F!" S )F A,2'$ '"A #!#& % 3 condition A 3 ad:ustment 3 relevance S 3 status S 3 speed A 3 age ) 3 outlook