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Adult learning

Malcolm Knowles was an American educator who coined the term "andragogy" to refer to adult learning. Andragogy assumes that adults learn differently than children in several ways: adults see themselves as self-directed in their learning, adults draw on their life experiences to aid their learning, adults are ready to learn things they need to know to cope with real-life situations, adults are problem-centered rather than content-focused in their learning, and adults are internally motivated to learn. Knowles outlined four principles of andragogy: involving adults in planning their instruction, using experience as the basis for learning, focusing on learning with immediate relevance, and taking a problem-centered approach.

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Sanchita Garai, Sanjit Maiti & Deepak Chand Meena Dairy Extension Division ICAR-National Dairy Research Institute Karnal-132001, Haryana www.ndri.res.in Sanchita.bckv@gmail.com The Adult Learning (Andragogy ):Assumption and Principles
Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education According to Malcolm Knowles, andragogy is the art and science of adult learning thus andragogy refers to any form of adult learning. (Kearsley, 2010).
The term andragogy can be supposedly equivalent to the term pedagogy Andragogy in Greek means man- leading in comparison to pedagogy, which in Greek means child-leading  However, it should be noted that the term pedagogy has been used since the Ancient Greek times, while Alexander Kapp, a German educator, first used the term andragogy in 1833
Knowles’ 5 Assumptions Of Adult Learners In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy). In 1984, Knowles added the 5th assumption 1. Self-Concept 2. Adult Learner Experience 3. Readiness to Learn 4. Orientation to Learning 5. Motivation to Learn
As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self- directed human being 1. Self-Concept Teachers, as (Merriam et al., 2007) and others assert, are stimulus objects, attractive or repellent in their own right. By their very presence, they have subtle but profound impact on students’ self- concepts. The teacher’s task, therefore, is to behave in ways that encourage positive perceptions in students regarding themselves and their abilities.
As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning 2. Adult Learner Experience
3. Readiness to Learn As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles Adults become ready to learn things they need to know and do in order to cope effectively with real-life situations . Adults want to learn what they can apply in the present, making training focused on the future or that does not relate to their current situations, less effective.
 As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.  They want to learn what will help them perform tasks or deal with problems they confront in everyday situations and those presented in the context of application to real-life (Knowles et al., 2005; Merriam & Caffarella, 1999). 4. Orientation to Learning
5. Motivation to Learn Adults are responsive to some external motivators (e.g., better job, higher salaries), but the most potent motivators are internal (e.g., desire for increased job satisfaction, self- esteem). Their motivation can be blocked by training and education that ignores adult learning principles (Knowles et al., 2005). As a person matures the motivation to learn is internal (Knowles 1984:12).
Knowles’ 4 Principles Of Andragogy In 1984, Knowles suggested 4 principles that are applied to adult learning: 1. Adults need to be involved in the planning and evaluation of their instruction. 2. Experience (including mistakes) provides the basis for the learning activities. 3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life. 4. Adult learning is problem-centered rather than content- oriented. (Kearsley, 2010)
Adult learning