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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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Andragogy ced505
The document discusses the origins and key concepts of andragogy, the study of adult learning. It notes that the term was first coined in 1833 and introduced to English speakers in 1926. It was pioneered as a theory of adult learning in the 1950s-1960s by Malcolm Knowles, who defined andragogy as "the art and science of helping adults learn." Knowles is recognized as popularizing the use of the term andragogy to refer to adult education. Key aspects of andragogy include that it views learning as a self-directed, problem-based, and collaborative process between teacher and learner.
Andragogy[3]
Andragogy refers to the method and practice of teaching adult learners. It was originally coined in 1833 and further developed by Malcolm Knowles, who articulated key assumptions about adult learners. Knowles proposed that adult learners are self-directed, task-oriented, and benefit most from learning that can apply immediately and that they have chosen for themselves. Heutagogy builds upon andragogy by focusing on truly self-determined learning and the skills needed to learn continuously in a rapidly changing world.
Androgagy Power
This document explores the definition, history, major proponents, and applications of andragogy. Andragogy is defined as the art and science of helping adults learn. The term was first coined in 1833 but popularized in the 1920s. Major proponents include Malcolm Knowles, who identified six assumptions of adult learners and developed an andragogical process model. Knowles' work emphasized that adult learners are self-directed, draw on life experiences for learning, and are ready to learn skills required to deal with life situations. The document suggests that andragogy can benefit human resource development specialists, vocational instructors, spiritual educators, managers, and college professors working with adult learners.
Malcolm Knowles
Malcolm Knowles was known as the "Father of Adult Learning" for his influential work developing the theory of andragogy and shifting the field of adult education from "educating people" to "helping them learn." He held leadership roles with organizations like the Adult Education Association and wrote seminal books on adult education. Knowles was inspired by Eduard Lindeman's work and believed adult education should help learners develop self-awareness, acceptance of others, a dynamic view of life, and skills to solve social problems and achieve their potential. He saw adult education as crucial for developing an engaged citizenry able to address society's challenges.
Principles of learning
The document discusses several key points about learning: that learning is the most significant human activity; it is primarily controlled by the learner rather than the teacher; and students learn best when concepts are relevant to their needs and problems. Learning is also defined as a change in behavior caused by experience or self-directed activity. The document also briefly mentions that cooperative and collaborative learning can be effective approaches when working towards shared goals while respecting individual contributions, and that creating harmony between feelings and thoughts maximizes learning.
Adult learning
This document discusses adult learning (andragogy), which is defined as the art and science of helping adults learn. It notes that Malcolm Knowles theorized adult learning. Some key principles of adult learning are that adults are self-directed, goal-oriented, and need to be shown respect. Motivation is an important aspect of adult learning, which can come from social relationships, expectations, welfare, advancement, or cognitive interest. Critical elements of learning are motivation, reinforcement, retention, and transference. Factors that influence adult learning include preparing learners, setting the right climate, mutual planning, and evaluation. Adult learning is important to help economies and communities grow.
The Adult Learner
The document outlines the key differences between pedagogy and andragogy. Pedagogy refers to teaching children and involves a teacher-centered approach where the teacher determines what, how, and when learning occurs. Andragogy refers to teaching adult learners and involves a learner-centered approach where adults take responsibility for their own learning process. The andragogy model is presented which incorporates six core adult learning principles: the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. Individual and situational differences that impact learning are also addressed.
Exploring Andragogy
Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
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Andragogy ced505
The document discusses the origins and key concepts of andragogy, the study of adult learning. It notes that the term was first coined in 1833 and introduced to English speakers in 1926. It was pioneered as a theory of adult learning in the 1950s-1960s by Malcolm Knowles, who defined andragogy as "the art and science of helping adults learn." Knowles is recognized as popularizing the use of the term andragogy to refer to adult education. Key aspects of andragogy include that it views learning as a self-directed, problem-based, and collaborative process between teacher and learner.
Andragogy[3]
Andragogy refers to the method and practice of teaching adult learners. It was originally coined in 1833 and further developed by Malcolm Knowles, who articulated key assumptions about adult learners. Knowles proposed that adult learners are self-directed, task-oriented, and benefit most from learning that can apply immediately and that they have chosen for themselves. Heutagogy builds upon andragogy by focusing on truly self-determined learning and the skills needed to learn continuously in a rapidly changing world.
Androgagy Power
This document explores the definition, history, major proponents, and applications of andragogy. Andragogy is defined as the art and science of helping adults learn. The term was first coined in 1833 but popularized in the 1920s. Major proponents include Malcolm Knowles, who identified six assumptions of adult learners and developed an andragogical process model. Knowles' work emphasized that adult learners are self-directed, draw on life experiences for learning, and are ready to learn skills required to deal with life situations. The document suggests that andragogy can benefit human resource development specialists, vocational instructors, spiritual educators, managers, and college professors working with adult learners.
Malcolm Knowles
Malcolm Knowles was known as the "Father of Adult Learning" for his influential work developing the theory of andragogy and shifting the field of adult education from "educating people" to "helping them learn." He held leadership roles with organizations like the Adult Education Association and wrote seminal books on adult education. Knowles was inspired by Eduard Lindeman's work and believed adult education should help learners develop self-awareness, acceptance of others, a dynamic view of life, and skills to solve social problems and achieve their potential. He saw adult education as crucial for developing an engaged citizenry able to address society's challenges.
Principles of learning
The document discusses several key points about learning: that learning is the most significant human activity; it is primarily controlled by the learner rather than the teacher; and students learn best when concepts are relevant to their needs and problems. Learning is also defined as a change in behavior caused by experience or self-directed activity. The document also briefly mentions that cooperative and collaborative learning can be effective approaches when working towards shared goals while respecting individual contributions, and that creating harmony between feelings and thoughts maximizes learning.
Adult learning
This document discusses adult learning (andragogy), which is defined as the art and science of helping adults learn. It notes that Malcolm Knowles theorized adult learning. Some key principles of adult learning are that adults are self-directed, goal-oriented, and need to be shown respect. Motivation is an important aspect of adult learning, which can come from social relationships, expectations, welfare, advancement, or cognitive interest. Critical elements of learning are motivation, reinforcement, retention, and transference. Factors that influence adult learning include preparing learners, setting the right climate, mutual planning, and evaluation. Adult learning is important to help economies and communities grow.
The Adult Learner
The document outlines the key differences between pedagogy and andragogy. Pedagogy refers to teaching children and involves a teacher-centered approach where the teacher determines what, how, and when learning occurs. Andragogy refers to teaching adult learners and involves a learner-centered approach where adults take responsibility for their own learning process. The andragogy model is presented which incorporates six core adult learning principles: the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. Individual and situational differences that impact learning are also addressed.
Exploring Andragogy
Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
Teaching Adults
The document discusses key concepts about adult learners and teaching adults, including that adults are motivated to learn when it satisfies their needs and interests, their experiences are the richest source of learning, and they need to be self-directing. It also outlines Dewey's concepts of teaching, what adults need to know prior to learning, principles of adult learning like applying learning in real life and being active participants, and Jane Vella's 12 principles of teaching adults which focus on learner needs, safety, and engagement.
The Adult Learner: Chapter Outlines and Main Points
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- Essentialism emphasizes teaching essential subjects as outlined in the curriculum through motivation and discipline.
- Progressivism promotes student-centered and inquiry-based learning through exploration and questioning.
- Constructivism views learning as building external experiences into individual ideas through sensory experiences.
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The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
Andragogy
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.
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Malcolm Knowles
Malcolm Knowles was an American educator known for popularizing the concept of andragogy, or the idea that teaching methods for adult learners should differ from those for children. He proposed that adult learners are self-directed, draw on life experiences, are problem-centered rather than content-driven, and are internally motivated. Knowles also developed the concept of learning contracts to specify learning objectives, resources, evidence of accomplishment, and validation for adult learners. His work emphasized that adult education requires methods different from traditional pedagogy due to characteristics specific to adult learners.
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Malcolm Knowles was an American adult educator who is famous for developing the theory of andragogy. Andragogy refers to the process of teaching adults and focuses on the learner rather than the teacher. Knowles believed adults learn best when they have control over their learning. He identified four key assumptions about adult learners: they are self-directed, draw on life experiences, are problem-centered, and are motivated by subjects with immediate relevance. Knowles proposed six principles for adult learning, including involving learners in planning, acknowledging the value of experiences, addressing readiness to learn, and focusing on problems rather than content.
Knowles theory of Andragogy.pptx
Malcolm Knowles developed the theory of andragogy, which focuses on adult learning principles rather than pedagogy which is based on teaching children. Knowles believed that adults learn best when they have control over their learning. He identified key assumptions about adult learners including that they are self-directed, draw on life experiences, are problem-centered, and want learning to be immediately applicable. Knowles developed principles for adult education based on involving learners in planning, using experiences for learning activities, focusing on relevance, and taking a problem-centered approach rather than content-driven.
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Behaviorism and Cognitivism are two movements in psychology that have significant implications for viewing learning and education. Behaviorism is the study of behavior for the purpose of identifying its determinants. Behaviorism employs mechanism as a fundamental metaphor, which assumes that behavior is governed by a finite set of physical laws. Cognitivism was a reaction to Behaviorism. It is the study of mental processes through the scientific method and abstractions from behavior. Cognitivism employs mechanism and information processing as the principle metaphors for interpreting findings.
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The first document summarizes four different educational philosophies represented in visual diagrams:
- Behaviourism focuses on conditioning and a "clean slate" approach to learning.
- Essentialism emphasizes teaching essential subjects as outlined in the curriculum through motivation and discipline.
- Progressivism promotes student-centered and inquiry-based learning through exploration and questioning.
- Constructivism views learning as building external experiences into individual ideas through sensory experiences.
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The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
Andragogy
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.
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
Malcolm Knowles
Malcolm Knowles was an American educator known for popularizing the concept of andragogy, or the idea that teaching methods for adult learners should differ from those for children. He proposed that adult learners are self-directed, draw on life experiences, are problem-centered rather than content-driven, and are internally motivated. Knowles also developed the concept of learning contracts to specify learning objectives, resources, evidence of accomplishment, and validation for adult learners. His work emphasized that adult education requires methods different from traditional pedagogy due to characteristics specific to adult learners.
An introduction to_constructivism2
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14517181.ppt
Malcolm Knowles was an American adult educator who is famous for developing the theory of andragogy. Andragogy refers to the process of teaching adults and focuses on the learner rather than the teacher. Knowles believed adults learn best when they have control over their learning. He identified four key assumptions about adult learners: they are self-directed, draw on life experiences, are problem-centered, and are motivated by subjects with immediate relevance. Knowles proposed six principles for adult learning, including involving learners in planning, acknowledging the value of experiences, addressing readiness to learn, and focusing on problems rather than content.
Knowles theory of Andragogy.pptx
Malcolm Knowles developed the theory of andragogy, which focuses on adult learning principles rather than pedagogy which is based on teaching children. Knowles believed that adults learn best when they have control over their learning. He identified key assumptions about adult learners including that they are self-directed, draw on life experiences, are problem-centered, and want learning to be immediately applicable. Knowles developed principles for adult education based on involving learners in planning, using experiences for learning activities, focusing on relevance, and taking a problem-centered approach rather than content-driven.
Andragogy – Malcolm Knowles 1 Andragogy Malcolm Knowle.docx
Andragogy – Malcolm Knowles 1
Andragogy
Malcolm Knowles
Submitted by Steven R. Crawford, [email protected]
What is Andragogy?
Andragogy literally means leader of man (andr- is Latin for “man” and agogus is Latin for
“leader of”)
Dusan Savicevic, a Yugoslavian educator, made Knowles aware of the term “Andragogy” in
1967. (Knowles 1990) The term was actually coined by a German educator, Alexander Kapp, in
1833.
Knowles had already begun building a comprehensive theory of adult learning that is anchored in
the characteristics of adult learners. Beginning with concepts researched by Cross (Adult
Learning Theory), Gagne (Conditions of Learning), Houle, Rogers (Experiential Learning),
Tough, and others, he developed the andragogical model based on several assumptions that
differed from the accepted pedagogical models. These include:
1. The need to know – Adults need to know why they need to learn something before
undertaking to learn it. …
2. The learner’s self-concept – Adults have a self-concept of being responsible for
their own decisions, for their own lives. Once they have arrived at that self-
concept they develop a deep psychological need to be seen by others and treated
by others as being capable of self-direction. …
3. The role of the learner’s experience – Adults come into educational activity with
both a greater volume and a different quality of experience from youths. …
4. Readiness to learn – Adults become ready to learn those things they need to know
and be able to do in order to cope effectively with their real-life situation. …
5. Orientation to learning – In contrast to children’s and youths’ subject-centered
orientation to learning (at least in school), adults are life-centered (or task-
centered or problem-centered) in their orientation to learning. …
6. Motivation – While adults are responsive to some external motivators (better jobs,
promotions, higher salaries, and the like), the most potent motivators are internal
pressures (the desire for increased job satisfaction, self-esteem, quality of life and
the like). … (Knowles 1990, p57-63)
Definitions Of An Adult Learner
Biological Definition: The age at which an individual can reproduce.
Legal Definition: The age that an individual can vote, drive, marry, etc.
Social Definition: When an individual begins to perform adult roles such as full-time worker,
participating citizen, spouse, parent, etc.
Psychological Definition: When and individual develops a self-concept of being responsible for
their own life.
Steven R. Crawford for ECI 761
Andragogy – Malcolm Knowles 2
Analysis of Andragogy
When applying andragogy to learning, the task or goal of the learner will determine if direct or
indirect methods of instruction should be used. If a concept is one that is previously unknown to
the learner, then more direct instruction will be necessary. An effective method is to address
specific topics of immediate con.
Andragogy
This document provides an overview of andragogy, the adult learning theory. It defines andragogy as the art and science of adult learning. The term was coined in 1833 and was popularized by Malcolm Knowles in the 1970s. Knowles identified five assumptions of adult learners that differ from the assumptions about child learners, including that adult learners are self-directed, draw on life experiences, are problem-centered, and are internally motivated. Knowles also described four principles of andragogy, such as involving adult learners in planning instruction and making the instruction problem-centered and immediately relevant. The document reviews these concepts and provides examples to explain their application to adult education.
3. how adults learn april candelaria
Adults learn differently than children. They are self-directed, goal-oriented, and draw from life experiences. Their motivation to learn comes from social relationships, personal advancement, and cognitive interest. There are three main categories of adult learners: goal-oriented, activity-oriented, and learning-oriented. Effective adult education creates a pleasant learning environment, keeps learners active by building on their experiences, uses examples to show relevance, gets feedback, and helps learners understand new knowledge and skills. The principles of andragogy focus on letting learners know why learning is important, showing them how to direct their own learning, relating topics to their experiences, and addressing motivations and inhibitions.
5 differences of pedagogy vs andragogy in learning
The document discusses the differences between pedagogy and andragogy. Pedagogy refers to teaching children, focusing on their dependence on teachers and subject-centered learning. Andragogy refers to teaching adults, who are self-directed, use their experience as a learning resource, seek relevant knowledge, are ready to learn for practical reasons, and are motivated intrinsically. The key differences are that adults are autonomous, experience-driven, problem-centered, ready when life-triggered, and motivated internally, whereas children are dependent, experience-lacking, subject-focused, told what to learn, and motivated externally. Knowing these distinctions helps create engaging eLearning for adults versus children.
Andragogy
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.
Adult Education and Adult Learning Theory Discussion.pdf
The document discusses two articles on adult education and adult learning theory. It begins with an overview of three foundational theories: andragogy, self-directed learning, and transformative learning. It then discusses how later research shifted to considering the social context of adult learning. The most recent work looks at holistic approaches considering emotions, body, and spirit. It also discusses growing attention to non-Western perspectives on adult learning.
6.2.3
- The document discusses the assumptions of andragogy, which are that adult learners are self-directed, bring experience to learning, are ready to learn, are problem-centered, and are motivated internally. It analyzes how these assumptions apply to online learning environments.
- Specifically, it notes that online courses should allow learners to identify their own goals and activities while still providing structure and guidance from instructors. Courses should also foster collaboration and communication between learners.
- Challenges to applying the assumptions, like some learners lacking self-direction skills or resources, are also addressed. The document advocates a balanced approach between learner independence and instructor support.
Introduction to philosophy of education
- The document discusses key themes in philosophy of education such as empowerment, the importance of engaging students' emotional lives, and how praise can support students' developing sense of self.
- It argues that good education involves considering students' affective experiences and that teachers play a role in supporting students' initial sense of identity formation.
- Examples are provided of how educational experiences can be empowering or disempowering for students' emotional development, including the negative impact of Indian boarding schools that did not affirm students' emotions.
L1 introduction to philosophy of education 2012
- The document discusses key themes in philosophy of education such as empowerment, the importance of engaging students' emotional lives, and how praise can support students' developing sense of self.
- It argues that good education involves considering students' affective experiences and that teachers play a role in supporting students' initial sense of identity formation.
- Examples are provided of how educational experiences can be empowering or disempowering for students' emotional development, such as the impact of Indian boarding schools.
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1) Adult learning theory proposes that adults learn differently than children, focusing more on self-directed and experiential learning. This theory has been applied around the world and in classrooms to improve training outcomes.
2) Studies in Lebanon and China found that traditional lecture-based training had low transfer of learning for employees due to a lack of participation. Applying adult learning principles like collaborative learning improved outcomes.
3) Universities primarily use teacher-centered lecture models, but research suggests student-centered approaches based on adult learning theory lead to better grades and satisfaction by engaging students as self-directed learners.
The reggio emilia approach
The Reggio Emilia approach to early childhood education originated in Reggio Emilia, Italy and was developed by Loris Malaguzzi. It is a child-centered educational philosophy based on constructivist learning, sociocultural theory, and experiential learning. Key principles include viewing children as capable learners who construct their own understanding through interactions with others and their environments. Adults act as facilitators who observe and support children's interests through play and open-ended projects. Documentation of children's work and conversations is also an important part of the approach.
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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.
Adult learning Ppt
The document provides an overview of adult learning and child learning. It defines adult learning as formal and informal education pursued voluntarily by mature individuals. Key principles of adult learning include self-directedness, drawing on life experiences, readiness to learn based on social roles, problem-centeredness, and internal motivation. Theories discussed include andragogy, self-directed learning, and transformational learning. Child learning focuses on play-based learning that meets children's physical, intellectual, language, emotional and social needs. Principles of child learning center around development proceeding at individual paces in social contexts.
Adult learning
This document provides information on adult learning principles and learning styles. It discusses key concepts in adult learning theory including andragogy, the differences between pedagogy and andragogy, adult learning principles put forth by Knowles, and learning style theories and assessments like Kolb's LSI and the Myers-Briggs Type Indicator (MBTI). The document also analyzes how to apply adult learning principles and understanding of learning styles to facilitate student learning, including considerations for extraverts vs introverts, sensing vs intuitive learners, thinking vs feeling learners, and judging vs perceiving learners.
Personal Learning Philosophy For Early Childhood
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Adult learning
- 2. 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
- 3. 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).
- 4. 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
- 5. 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
- 7. 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.
- 8. As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning 2. Adult Learner Experience
- 9. 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.
- 10. 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
- 11. 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).
- 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)