principles are founded on two basic beliefs. First, no one should be
marginalized: all learners have the capacity to improve the quality of
their learning. Second, educators have a responsibility to “raise the
bar” in their profession: learning is enhanced and achieved for all
learners when educators help build learning skills, create and improve
quality learning environments, design solid coherent curricula, and
serve as effective facilitators of learning.
These beliefs have a long and documented
history. The discipline of adult learning (also called adult education)
clarifies some of the theoretical underpinnings of Process Education™.
Learning Theories in Process Education,
a module from the Faculty Guidebook.