The document discusses andragogy, the methods and principles of adult learning, highlighting how adult learners differ from children, primarily by leveraging their life experiences and possessing intrinsic motivation. Malcolm Knowles identifies key assumptions of adult learners, such as their self-directed nature, problem-centered learning, and the relevance of learning to their personal or professional needs. The document contrasts andragogy with pedagogy, emphasizing that adult learning is self-directed, context-centered, and more effectively linked to learners' experiences.

1. ANDRAGOGY
Dr Shiva Shukla
Asst. Professor,
Central University of Punjab, Bathinda.

2. Andragogy: Concept and Meaning
• Etymology from Greek word Andr-Man & Agogos-Leader Of
• Method andTechniques ofTeaching Adults
• Malcom Knowles among first to identify that adult learning is different to
child learning and coined the term Andragogy
• Adult learning is a different process because they have more life
experience and are more capable than children
• Leonardo da Vinci, Socrates, Abraham Lincoln, Benjamin Franklin are
examples of self taught adult learners

3. Assumptions of Andragogy/Adult
Learner
Knowles identified characteristics of an adult learner that makes them different from child learners
a) Reason for learning: Learner is more inclined to learn when they are aware about what is it they are
learning hence learning outcome have to be disclosed in advance of the class
b) Self-Concept: Adults have self-concept of being accountable for themselves and learning is more
personal as learner is more matured and are naturally self directed and ownership of learning is high
c) Learner’s Experience: Learner have immense amount of experience before learning event and can
connect learning to their prior learning experience. Adult Learning Group is more Heterogenous
d) Readiness to Learn: it is more related to need to learn to enhance their societal roles and
responsibilities
e) Orientation to Learn: adult learners have more problem centred learning. The learning task should
include finding solutions
f) Motivation to Learn: Adults are most invested in learning as they have high motivation to learn and
this motivation increases with age and motivation is always intrinsic

4. Principles of Andragogy: Knowles
a) Involvement in the planning and evaluation of
instruction.
b) Experience should be the basis for the learning
activities including mistakes.
c) Subjects should have relevance and impact to their
immediate needs like professional or personal life.
d) Learning activity should be problem-centred rather
than content-centred.

5. Pedagogy v/s Andragogy: Malcom
KnowlesPedagogy
• Learning Process is always Instructor-led
• Instructor/Teacher is the expert
• Learners have less experience prior to learning
• Instructor/Teacher is expected to impart
knowledge/skill
• Instructor/Teacher is responsible for all aspects
of the learning process
• Learning process is more Teacher/ Student/
content-centred
• Learning Motivation is extrinsic
Andragogy
• Learning process is self-directed
• Learners learn most when they link prior
experience to their learning process
• Learners have prior experience, and expect to
recognize links between new material and that
prior experience
• Learning is directly related to learner’s needs
• Learners are most ready when they have the
ability to apply new knowledge i.e. when
learning is of their utility
• Learning process is problem-centred/ context-
centred
• Learning Motivation is intrinsic

6. Self-Directed Learning(SDL) and
Andragogy
a) SDL aids in capacity building and development
b) Self-direction is an essential component in maturing process
c) SDL ensures learning experiences to be enriching as the resource for learner gets
complimented with the resources of experts
d) SDL assists in the readiness of the learner to cope with their life problems
e) SDL enables orientation of learning task to be problem-centred making it more
suitable forAndragogy
f) Self-direction is guaranteed when learners motivation is Intrinsic
g) Individuals who put effort in learning process tend to learn more then people who
wait for instructions

7. References:
• Blondy, L. C. (2007). Evaluation and application of andragogical
assumptions to the adult online learning environment. Journal of
Interactive Online Learning, 6, 116–130.
• Knowles, M. S. (1989). The making of an adult educator: An
autobiographical journey. San Francisco, CA: Jossey-Bass.
• Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult
learner: The definitive classic in adult education and human resource
development (6th ed.). San Diego, CA: Elsevier.