The Learning learning. But if this involvement does not happen, then
 their expertise will be belittled-and a marvellous opportu.
Process nity will be lost for making the learning not only as relevant
 as possible, but also a means whereby they increase in
 confidence and develop a sense of independence and self-
 reliance.

 Our analysis of the characteristics of mature learners has so far
 been restricted to three broad aspects. However, there are other
 factors that we need to take into account--ones of particular
 importance with respect to the typical farmers we encounter in our
 work.
 Most of the farmers will not have a substantial background of
 formal education; and the days of their schooling will be well in the
 past. They will not be practiced in the skills of getting information
 from the formal devices of education like lectures, books and
 diagrams.
 Though they may not have been in touch with formal education,
 they will have certainly learned a great deal in the course of their
 lives since leaving school. But this learning will not have been
 theoretical or academic. The methods of learning that they are
 likely to have used, often unconsciously, will have been more like
 the case study-solving practical problems through observing the
 experience of others, or engaging in trial and error procedures.
 Most probably their memories, especially their short-term memo-
 ries, will have deteriorated. Compared to when they were young,
 they will find it difficult to remember a string of facts or to learn
 from mainly verbal instruction.


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Chapter 4