This is a Trident University course (MAE522), Module 1 Case, Theorist of Adult Education: Malcolm S. Knowles. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

1. Running head: THEORIST OF ADULT EDUCATION 1
Theorist of Adult Education: Malcolm S. Knowles
A Review of the Literature
Trident University International
Orlanda Haynes
Author Note
This paper was prepared for MAE 522 Module 1 Case
Summer 2012
Taught by Professor Louise M. Williamson

2. THEORIST OF ADULT EDUCATION 2
The purpose of this paper is to (1) identify a theorist of Adult Education (2) present the
history, concepts, and principles, (3) discuss how the concepts and principles are or can be
applied in curriculum development, and (4) evaluate whether the theory works well. If not,
why? If so, how? Under what conditions?
Theorist of Adult Education
An American and living in the United States, Malcolm Shepherd Knowles (1913 - 1997)
was an adult educator (born in Montana to Dr. and Mrs. A. D. Knowles), and a pioneer in the
field of adult education (curriculum development—humanistic theory, concept, and principles).
He had a long and distinguished teaching history in adult education ( earn a Ph. D from the
University of Chicago and held several professional titles—National Youth Administrator,
Director of Adult Education, Executive Director of the Adult Education Association, associate
professor, among others). In addition, Knowles served in the United States Navy (1943) before
he authored the first major adult learning theory (Andragogy), in 1959. He identified and
explained adults’ learning styles and characteristics, education and training approaches, and how
intrinsic (self-esteem, self-improvement, among others) and extrinsic factors (career,
socioeconomic, among others) influence their readiness, motivation, and orientation to learning.
For example, Knowles summarized his theory by presenting six assumptions about how adults
learn: (1) need to know, (2) learners’ self-concept, (3) role of the learners’ experiences, (4)
students readiness to learn, (5) students’ orientation to learning, and (6) students’ motivation to
learn. Conclusively, he showed that adults’ learning and education needs are vastly different
from those of children (Knowles, 1989, 1980; Smith, M. K. (2002).
History, Concepts, and Principles
The concept of Andragogy was introduced by Alexander Kapp (a German Educationalist),

3. THEORIST OF ADULT EDUCATION 3
and popularized by Malcolm Knowles (adult learning theory). The word “andragogy” has its
origin in Greek language “andro meaning man or adult and agogos to lead—literally means to
lead a man or adult” (Pedagogical and Androgogical Approaches to Teaching and Learning,
2000, p. 1). Its concept is based on theories of how adults learn. For example, researchers have
shown that adult learners want to know the benefits of learning something new. Will it solve a
current problem, for example? Their self-concept (self-directness), prior experiences (solve
problem and analyze future needs), readiness to learn (education or training objectives and
goals), motivation to learn (influenced by intrinsic and extrinsic factors), and orientation to
learning (self-directed), and approach to learning (self-study) play major roles in their decision
making process (Knowles, 1980, 1989; Smith, M. K., 2002; Chan, 2010).
The principles of andragogy are based on research that indicates adult learners identify gaps
in their skill sets; this usually results in the creations of plans to address perceived needs.
Therefore, they are self-motivated and ready to learn. Their orientation to learning includes a
self-directed approach; a form of self-study that was used by Socrates, Plato, and Descartes,
among others. In the late nineteen hundreds (development of adult education)) self-directed
learning gained momentum, in United States (Hiemstra, 1994). Malcolm Knowles explained
that self-directed learning, “is a process in which individuals takes the initiative, with or without
the help of others . . .” (p. 18). Moreover, adult learners take responsible for education
objectives, including goal setting and evaluation of learning outcomes. As such, they prefer
educators to act as facilitators rather than teachers, which place the responsibility for knowing
what skills and knowledge are needed and when learning should begin—in their hands. Unlike
pedagogy (concept and principles for educating children—teacher-centered) that places the

4. THEORIST OF ADULT EDUCATION 4
responsibility for setting learning objectives, directing the learning process, and evaluating
learning outcomes at the discretion of teachers (Marshak, 1983; Donaldson, Flannery & Gordon,
1993; Chan, 2010).
Concepts and Principles in Curriculum Development
Andragogy uses participatory approaches (incorporates students’ prior experiences, skills,
knowledge, and self-directed learning) and various learning theories, (cognitive, humanistic,
constructivism, and behavioral) in curriculum development. Course content is well-organized
(clarity of assignments), clearly stated with relevancy of subject matters (highlights historical
and current perspectives), measurable course objectives, and students have freedom to choose
any topic that is reflective of course subjects and objectives (self-initiated). Therefore, this
approach to curriculum development (inquiry and discovery based learning, among others) is
student-centered rather than teacher-centered (Knowles, 1980; Fidishun, 2000; Mueller, 2004).
Evaluation
Students’ learning outcomes are accessed by using alternative assessments (also called
authentic assessments). That is, forms of assessments that require students to show or
demonstrate (essays, presentations, PowerPoint, and portfolio work, among others) mastery of
course contents. Such assessments are called alternative assessments because they differ from
traditional assessment. For example, standardized tests (multiple-choice, fill in the blanks,
and/or true false choices) require students to select answers from lists rather than requiring
students to show or demonstrate what they have learned (Bond & Cohen, 1991; Mueller, 2004).
As literature informs us, Malcolm Knowles has made a tremendous contribution to the
advancement of adult education. His theory, concept, and principles have greatly influenced
curriculum development in both the United States and abroad.

5. THEORIST OF ADULT EDUCATION 5
Reference
Bond, L.A. (1998). Rethinking assessment and its role in educational reform. The North Central
Regional Educational Laboratory. Retrieved July 16, 2007 from http://www.ncrel.org/sdrs
/areas/issues/ methods/assment/as700.htm.
Fidishun, D. (2000). Andragogy and technology: Integrating adult learning theory as we teach
with technology. MidSouth Instructional Technology Conference 1986, 1. Retrieved on
July 12, 2012 from http://frank.mtsu.edu/~itconf/proceed00/fidishun.htm
Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San
Francisco: Jossey-Bass.
Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy.
(Second Eds.). New York: Cambridge Books.
Marshak, R. J. (1983). What’s between pedagogy and andragogy? Training & Development
Journal, 37 (10), 80. Retrieved on July 12, 2012 from http://web.ebscohost.com
Mueller, J. (2004). Authentic assessment toolbox. Retrieved July 16, 2012, from http://jonathan.
mueller.faculty.noctrl.edu/toolbox/index.htm.
Pedagogical and Androgogical approaches to teaching and learning. (2000). Yale University
Library. Retrieved from http://www.library.yale.edu/training/stod.archive/approaches.htm
Smith, M. K. (1996, 1999). Andragogy. The Encyclopedia of Informal Education. Retrieved
on July 16, 2012, from http://www.infed.org/lifelonglearning/b-andra.htm.
Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction, and andragogy.
The Encyclopedia of Informal Education. From www.infed.org/thinkers/et-knowl.htm.

6. Grade A
Orlanda, your task for this module’s case assignment was to identify a theorist of adult education
from the module homepage, the background material as well as from your own search. You
were to name the theory and define its main features. It was essential that you:
-Presented the history of how this theory developed, and discuss the theorist's main ideas and
concepts (including citations).
- Discussed how the ideas and concepts are or can be applied in curriculum development using
the literature for examples or examples from actual curriculum materials to illustrate the
applications.
-Evaluated whether this theory works well. If not, why? If so, how? Under what conditions?
You did a superb job of addressing each of the components and you made good use of your
referenced materials. Well done! Dr. Williamson