Principle of Psychocentrism in Designing Curriculum for Adult᾽s Learning and Education

Abstract

This article addresses the issue of curriculum for adults' learning and education in a formal and nonformal terms from a psychological perspective. In this sense, learning and education of adults are strongly focused on psychocentric approaches, which must be relevantly reflected in the curriculum. Namely, the curriculum has as object of reflection the relationship between the individual, the society and the educational (learning) institution. The psychological approach of the curriculum for adults' learning and education is focused on the following conceptual approaches: the process of changing/developing the curriculum in relation to psychological factors; organizing and conducting adult education through a curriculum that creates contexts for active learning and respects personal and professional needs. At the same time, the concept of curriculum is approached from the perspective of metacognitive competences (conscious awareness, metacognitive judgment, metacognitive decision), the peculiarities of mental processes in adults (perception, memory, thinking, attention), but also motivational factors (psychological, social, andragogic). The motivational framework is achieved in the educational curriculum through the following components: the conceptual component, the outcomes component, the contents component, the procedural component. The express study showed what reflections teachers have on the curriculum taught in psychocentric vision.