1. Andragogy refers to teaching strategies for adult learners that focus on engaging them through the structure of learning experiences. 2. There are three main understandings of andragogy - as the scholarly approach to lifelong adult education, as a specific theoretical approach based on self-directed learning developed by Malcolm Knowles, and as an unclear or varying term used in adult education. 3. Knowles asserted that andragogy, meaning "adult learning", should be distinguished from pedagogy which means "child learning" and developed six core assumptions about adult learning and motivation.

1. Andragogy are teaching strategies developed for adult learners. It is often interpreted as
the process of engaging adult learners with the structure of learning experience. The
term ‘andragogy’ has been used in different times and countries with various
connotations. Nowadays there exist mainly three understandings:
1. In many countries there is a growing conception of ‘andragogy’ as the scholarly
approach to the learning of adults. In this connotation andragogy is the science
of understanding (= theory) and supporting (= practice) lifelong and lifewide
education of adults.
2. Especially in the USA, ‘andragogy’ in the tradition of Malcolm Knowles, labels a
specific theoretical and practical approach, based on a humanistic conception of
self-directed and autonomous learners and teachers as facilitators of learning.
3. Widely, an unclear use of andragogy can be found, with its meaning changing
(even in the same publication) from ‘adult education practice’ or ‘desirable
values’ or ‘specific teaching methods,’ to ‘reflections’ or ‘academic discipline’
and/or ‘opposite to childish pedagogy’, claiming to be ‘something better’ than just
‘Adult Education’.
The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's
Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig.
Originally used by Alexander Kapp (a German educator) in 1833, andragogy was
developed into a theory of adult education by Eugen Rosenstock-Huessy and was
popularized in the US by American educator Malcolm Knowles.
Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from
the more commonly used pedagogy (Greek: "child-leading").
Knowles' theory can be stated with six assumptions related to motivation of adult
learning:
1. Adults need to know the reason for learning something (Need to Know)
2. Experience (including error) provides the basis for learning activities
(Foundation).

2. 3. Adults need to be responsible for their decisions on education; involvement in
the planning and evaluation of their instruction (Self-concept).
4. Adults are most interested in learning subjects having immediate relevance to
their work and/or personal lives (Readiness).
5. Adult learning is problem-centered rather than content-oriented (Orientation).
6. Adults respond better to internal versus external motivators (Motivation).
The term has been used by some to allow discussion of contrast between self-directed
and 'taught' education.
Knowles collected ideas about a theory of adult education from the end of WWII until he
was introduced to the term "andragogy." In 1966, Knowles met Dusan Savicevic in
Boston. Savicevic shared the term andragogy with Knowles, and explained how it was
used in the European context. In 1967, Knowles made use of the term "androgogy" to
explain his theory of adult education. Then, after consulting Merriam-Webster, he
corrected the spelling of the term to "andragogy" and continued to make use of the term
to explain his collection of ideas about adult learning. (Sopher 2003)