Wednesday, April 17, 2019

The Color Purple. Applying Adult Learning Theory Through Character Assignment

The Color Purple. Applying Adult Learning Theory by dint of Character Analysis - Assignment ExampleDescription of the characters listenThe film identifies its narrator, Celie, as an uneducated woman who is oppressed by her stepfather who rapes her, makes her pregnant and then steals her children. She writes letters to communicate to God simply she maintains a passive role in her life as she submits to abuses under her stepfather and later from her husband. Her tuition relegates from a nave uneducated woman to an informed woman who knows of herself worth and can take a al-Qaida to defend her position and ideas. She initially assumed little control over her life and environment and a quiet and invisible position for survival, as is evident in her passive position towards her abusive stepfather and her husband. Celies learns through her fundamental interaction with Shug Avery, a music icon who is beautiful and have potentials to achieve her objectives. Avery stimulates Celies br eeding and allows Celie to unwind her history to gain sexual, spiritual and voice empowerment. Avery also succeeds in exposing Celie to unsanded perspectives from which Celie can develop new insights about live. An example of such exposure is in religion in which Avery exposes Celie to a new form of God who is non traditional and one who treats people as equals regardless of their gender. Avery also table services Celie to pick out Netties previous letters. The letters informs her of her history and empowers her to comprehend her thoughts and emotions towards independence and she is able to protest against her husbands oppressive acts. Celie also learns, through her interaction with Avery, of self-actualization potential and succeeds in developing a sewing green light from an assumed position of a part time activity for women who only perform domestic roles, to a profitable and established business that also gains her financial independence from her husband (Walker). The scope of Celies learning identifies the role of a moderator as Celie adopts an active learning approach in the dish. In her interaction with Avery, Avery does not instruct Celie on what to do, neither does she tell her how to conduct herself, but the two women undergo the learning process together. Avery, for example, prod Celies past that allows Celie to develop spiritual and sexual aspects. Averys narrations also empower Celie and with the help of Avery, Celie discovers Netties letters that lead Celie to new knowledge about her past and her children. Interaction with Avery also empowers Celie to self-actualization and the falsify in perspectives and capacity occurs through Celies active interaction with Averys world and her experience to commute her life and perception on life (Walker). Factors that caused the character to learn The film identifies interaction between Celie and Avery as the immediate reason for Celies learning. Factors into the learning can however be explored throug h Mezirows transformational learning theory and through Knowles theoretical based assumptions on adult learning. Knowles assumptions explain motivational factors as a cause of Celies learning. Knowles explains that learning is continuous and can occur at any age, aspect that allows Celie to learn at an elderly stage. Her ability to direct herself in learning, subject to Knowles self-concept assumption, is one of the factors that empowered Celie to learn from her interaction w

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