1. How do adults learn?
Principles of Andragogy
from Alexander Kapp to Malcolm Knowles

2. Andragogy
• ‘the art and science of helping adults learn’
• built upon two central, defining attributes
– learners are self-directed and autonomous
– the teacher is a facilitator of learning rather than
presenter of content

3. Six Assumptions of Andragogy
• The Learner’s Need to Know
• The Learner’s Self-concept
• The Learner’s Experience
• Readiness to Learn
• Orientation to Learning
• Motivation to Learn

4. The Learner’s Need to Know
• adults need to know why they should learn
something.
– reason they need to learn something
– how it will benefit them

5. The Learner’s Self-concept
• adults resent and resist situations in which
they feel others are imposing their wills on
them
– previous schooling has made them dependent
learners
– move adult students away from their old habits
and into new patterns of learning
– help learners who are still moving into the self-
directed mode

6. The Learner’s Experience
• adults want to use what they know and be acknowledged for
having that knowledge
– case studies, reflective activities, and group projects will facilitate the
use of learners’ already acquired expertise
• adults’ self-identity (including habits and biases) are
determined from their experience

7. Readiness to Learn
• adults must experience a need to learn something in order to
solve real-life tasks or problems
– encourage learners’ readiness to learn by designing situations where
the student will encounter a need for their knowledge or skill
– interactive role play will help them see how an understanding of the
topic will benefit them in the future

8. Orientation to Learning
• adults are life, task or problem-centered in their orientation to
learning
• use real-life examples or situations that adult learners may
encounter in their life or on the job
• allowing flexibility in the design of a lesson will permit student
input on issues that need to be addressed

9. Motivation to Learn
• internal priorities are more important than
external motivators
• increased job satisfaction, self-esteem and
quality of life are important
• use activities that build students’ self-esteem
or sense of accomplishment

10. References
• Fidishun, D., (2000) Andragogy and Technology: Integrating Adult Learning Theory As We
Teach With Technology. Retrieved May 17, 2006 from
http://www.mtsu.edu/~itconf/proceed00/fidishun.htm
• Knowles, M. S. (1980) The Modern Practice of Adult Education; From Andragogy to
Pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.
• Knowles, M., Holton, E., and Swanson, R. (1998) The Adult Learner. Houston: Gulf Publishing.
• Pratt, D., & Associates (1998): Five perspectives on teaching in adult and higher education.
Malabar, FL: Krieger.
• Reischmann, Jost (2004) Andragogy. History, Meaning, Context, Function. At:
http://www.andragogy.net. Version Sept. 9, 2004.

11. How do adults learn?Principles of Andragogy
from Alexander Kapp to Malcolm Knowles