The Key Characteristics of Informal Educational Approaches
Informal education allows individuals to question experiences that have affected them, personally and emotionally; and can therefore be understood as a process of self-actualisation.
According to Jeffs and Smith (1997, 2005, 2011), informal education can be defined as individuals being encouraged to question, discover, and discuss, experiences that have affected them, personally and emotionally. Informal education can also be understood as a process of self-actualisation. In this process, individuals learn about themselves, through interactions and conversations, with other people who are experiencing similar situations, as well as being advocated by practitioners, specialists and youth workers (Smith, 2008). Some of the key characteristics of informal educational approaches involve giving individuals the opportunity to develop and understand their circumstances through engagements and interactions.
Informal educators must consider within groupwork contexts, whether the group is planned or emergent. Planned groups are formed by individuals or organisations for a specific reason. In comparison, emergent groups arise as a result of situations or scenarios, where people learn about themselves and others through processes, such as active listening and communication (Smith, 2008). The importance of being alongside individuals in a group, rather than working with individuals, is one of the key characteristics of informal educational approaches (Smith and Smith 2008, pg.20). The authors illustrate that this relaxed approach, enables individuals to develop a better emotional, mental and personal understanding of themselves, as the educator takes on the role of advocating team members. According to Jeffs and Smith (1997, 2005,2011), this would allow exchanges and thoughts to lead individuals, instead of following a structured plan. Emergent groups may benefit from this relaxed approach, as the purpose of such groups are not defined.
Informal educators use person-centred and dialogical approaches within groupwork settings. The importance of using both approaches, arises from the purpose of informal education. As mentioned initially, individuals learn about themselves through interactions with others, whilst critically examining their experiences. The person-centred approach, is regarded to result in personal insight and self-realisation, which may or may not influence individuals to change their lives. The dialogical approach involves introspection of the self and self-analysis of experiences, whilst listening and engaging with other individuals. However, this approach can be questioned, with regards to its effectiveness and application, as individuals may find the process of self-criticism, mentally and emotionally challenging. Future studies should investigate whether educators, practitioners and specialists, ought to advocate individuals with coping and defence mechanisms, in relation to exploring and discussing personal and emotional experiences.
The main advantages of the key characteristics of informal educational approaches include, the sense of belonging, equity and engagement. These benefits enable people within groups, to learn about themselves in a non-judgemental manner, whilst being advocated by as specialist. However, the main disadvantages include the lack of discipline, as educators often take on the role of helping individuals to realise their feelings and emotions, rather than intervening. It can also be challenging for informal educators to raise sensitive issues, as some individuals may feel uncomfortable or distressed, to discuss their personal experiences openly (Smith, 2002;2009).
Overall, informal educational approaches can be applied in different contexts, whether this be, between parents and children, teachers and students, or within groupwork contexts in youth and community organisations. Future studies should explore, whether informal education can be extended to ongoing issues in modern society, including the effects of social media on young people’s behaviour, body image and social wellbeing.
Written by Evelyn Antony
“Hello! My name is Evelyn and I recently graduated from the University of Edinburgh with a Master of Arts (with Honours) degree in Psychology. My undergraduate dissertation leveraged data from the UK Millennium Cohort Study, where I investigated the role of emotional dysregulation in explaining the association between ADHD and internalising emotional problems amongst young children. Throughout my degree, I have acquired valuable and meaningful experiences working with young people that have profound mental health issues and additional needs, as well as working in research and events management within higher education settings. Collectively my work experiences and undergraduate degree in psychology has led me to pursue postgraduate studies, in educational psychology, which commences later in 2021.”
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References
Jeffs, T. and Smith, M. (1997, 2005, 2011). What is informal education? The encyclopedia of informal education. Available at: http://infed.org/mobi/what-is-informal-education/ [Accessed 10 September 2020].
Smith, H. and Smith, M. (2008). The art of helping others. Introduction: Working with. London: Jessica Kingsley Publishers, p.20.
Smith, M. (2002;2009). Informal education in schools and colleges - some issues and possibilities. Infed.org. Available at: http://www.infed.org/schooling/inf-sch.htm [Accessed 9 September 2020].
Smith, M. (2008). What is groupwork? The encyclopedia of informal education. Available at: http://infed.org/mobi/what-is-groupwork/ [Accessed 11 September 2020].