This document outlines Malcolm Knowles' principles of andragogy, or adult learning theory. Andragogy is defined as the art and science of helping adults learn, with two central attributes being that adult learners are self-directed and autonomous, and teachers act as facilitators rather than presenters. Knowles identified six assumptions of how adults learn: they need to understand why they are learning something; they see themselves as self-directed learners; they draw on prior life experiences; they are ready to learn things that help them cope with real-life situations; their orientation is problem-centered rather than subject-centered; and they are motivated by internal rather than external factors.

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