Andragogy Reflection: Malcom Knowles

Introduction

Andragogy, made famous in the United States by Malcom Knowles in 1967, is the art and science of teaching adult learners as opposed to pedagogy which is the art and science of teaching but not distinguishing what age group (Rachel, 2002). Knowles implemented andragogy through the use of a learning contract, in which learning objectives, strategies and resources, achievement, and methods for evaluation are all determined by both the learner and instructor (2002).

Andragogy has been and still is well debated among educators and psychologists. One reason for the debate is what is called “paradigm devolution.” This term suggests that ideals serve as models for beliefs and behaviors, but over time the actual practice of the ideal tends to devolve from what is ideal to that of an ideology (2002). This suggests that although instructors know that they should implement andragogy by way of adult self-directed learning, the actual art of doing so or how to do so is lost in translation.

Traditional Learning Context

My experience as a student of brick and mortar college has been that of teacher-directed learning, with the exception of research projects which are done on the students own time. I can recall being a student in 1996 at a community college in the program of dental hygiene. I was completely interested in the course work as dental hygiene was soon to be my new career. However, I remember sitting in a darkened room with 23 of my fellow colleagues and the instructor at the front of the room with the slide projector. She would lecture on tooth anatomy from notes and flip slides to give visuals of the teeth from different angles which would support her lecture. Although it was my intention to learn eve...

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...reating an environment conducive to learning, that of caring, trust, and mutual respect.

Using the six assumptions of adult learning I can implement what pro instructors in the art of andragogy do by designing the tooth anatomy class to be self-directed, creative and collaborative as opposed to the teacher-directed lecture format. These changes should better engage the students, allow them to express what experience they already possess in this area, and apply the information directly to the patient and satisfy their need and emotions as to how the information can better help society.

Works Cited

Knowles, M.S. (1976). Separating the Amatures from the Pros in Training. Training and Development Journal. 30(9). 16.

Rachel, J.R. (2002). Andragogy’s Detectives: A critique of the Present and a Proposal for the Future. Adult Education Quarterly. 52(3). 210.