Andragogy is the theory and practice of adult learning; the term “andragogy,” was coined by Malcolm Knowles in 1968 and is defined in its contrast to pedagogy, or the theory and practice of childhood learning. (Merriam, Cafarella, Baumgartner, 2007 p. 83-85) The principles of andragogy are founded on six basic assumptions; first, maturation leads to autonomy and self-direction; second, adulthood is characterized by previous experience and background knowledge; third, the capacity for adult learning is directly linked to the relevance of the learning in a social context; and fourth, adult learning takes place in relation to the problems solving application of the learning. Additionally, adult learners are intrinsically motivated and must have a purpose for learning. (Merriam, et al. 2007, p. 85) This “model of assumptions,” as Knowles called it, can be used to guide curriculum design for adult learners. (Merriam, et al 2007, p. 85) Educators of adult learners use the principles of andragogy to develop effective, goal-oriented curriculum. Learning happens as a result of experience; the tenets of andragogy can be used to create optimal learning experiences that are likely to engage the learner in authentic problem solving opportunities while engaging their background knowledge and past experience and with the goal of effectively applying the results of the learning experience to other, related problems in an independent setting. Adult learners benefit from best andragogical practices directly through metacognition and an understanding of the self and one’s own learning processes, and indirectly through optimally designed curriculum particularly suitable for adult learners. Fundamental to andragogy is a consideration of the...
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...itional assessment characterize a traditional learning environment. The assumptions of andragogy, on the other hand, suggest that a positive learning environment will be respectful and engaging, will promote autonomy and self direction among learners, will incorporate learners’ background knowledge and experiences, will take into consideration the social role of the learner, will provide for problem solving opportunities and immediate application of knowledge, will meet a purpose and will promote the intrinsic motivation of the learner. I have found that the difference between an effective, adult - learning experience and an ineffective one can be characterized using the six assumptions of andragogy. There
Works Cited
Merriam, S., Caffarella, R., & Baumgartner, L. (2006). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Merriam, S.B., Caffarella, R.S. &Baumgartner (2007) Learning in Adulthood: A comprehensive guide, san Francisco, CA:Jossey-Bass
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
What is andragogy? Andragogy consists of a theoretical model of six assumptions that was developed by Malcolm Knowles in order to “distinguish adult learning and adult education from other areas of education” (Mirriam, Caffarella, & Baumgartner, 2007, p. 83). And so, andragogy might also be defined in terms of the efforts of “multiple researchers and scholars” (Henschke, 2011, p. 35) searching for a way to “establish andragogy as a proven theory and strong method for teaching adults” (Henschke, 2011, p. 35). But why is the topic of andragogy important for both adult learners and teachers? It is important because in order to effectively teach adult learners we must first “be cognizant of the differences which adult students bring to the classroom” (Schultz, 2012, p. 1) and to also understand that among adult learners, there exist “varying expectations and reasons for learning” (Schultz, 2012, p. 1). Andragogy is more¬over important to adult learners and teachers because both “learners and educators alike can use [it] to strengthen the learning transaction” (Mirriam et al., 2007, p. 84). With this brief definition of andragogy, along with the corresponding reason for its importance in mind, what now follows is what this paper is going to be about. The topic of this paper is an evaluation of whether or not the traditional learning environment is conducive to learning for adult learners as opposed to the andragogical environment. And the dual purpose hereof is to first briefly relate my own personal experience in a traditional learning context (under the heading of a ‘Traditional Learning Environment’), and then to reflect upon whether or not that traditional context (this time under the heading of ‘Andragogy Reflection’) i...
The main body of the essay will discuss and differentiate andragogy from pedagogy, and how I might use Knowles’s theory in future training.
Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Foundations of Adult Education: Critical and Contemporary Issues, Retrieved from http://www-distance.syr.edu/literature.html
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
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).
This paper begins with andragogy as being “the art and science of helping adults learn” (Kowles, 1980, p. 43; Mirrian, Caffarlla, and Baumgartner, 2007, p. 84). Bedi (2004) concluded that “[a]ndragogy facilitates the understanding of student behavior in the teaching relationship, provides a theoretical reason for teaching behavior and is a guiding philosophy for how to manage the learning environment towards an effective outcome” (p. 97); this is the source and resources of power for the teacher and the student. In addition and according to Mirriam, Caffarella, and Baumgartner (2007)—Hiemstra (1993, p. 42) stated, “Power consists of a combination of such external resources. . . as family support, social abilities, and economic abilities. It also includes various internally acquired or accumulated skills and experiences contributing to effective performance, such as resilience, coping skills, and personality” (p. 94). It is within the context of no family support, social abilities, and economic abilities, as a student, I lacked these powers that unchartered my course within educational requirements, thus, became A None-Conducive Situation That Did Not Help My Learning.
The Andragogical model is characterized by six assumptions that have emerged from research. The first assumption titled, “the need to know” describes the idea that, “Adults need to know why they need to learn something before undertaking to learn it” (Knowles, Holton & Swanson, 2015, p. 43). “The learner’s self-concept”, describes the second Andragogical model assumption as, “Adults have a self-concept of being responsible for their own decisions, for their own lives” (Knowles et al., 2015, p. 44). The third assumption of the Andragogical model is “the role of the learners’ experiences”. Knowles et al. (2015), describe this as, “Adults come into an educational activity with both a greater volume and a different quality of experience from that of youths” (p. 44). “Readiness to learn” describes the fourth Andragogical model assumption as, “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 situations” (Knowles et al., 2015, p. 45). The fifth Andragogical model assumption is “orientation to learning”. Knowles et al. (2015), describes this level as, “Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems they confront in their life situations” (p. 46). “Motivation” describes the sixth level
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
When I began this exploration, these two words: pedagogy and andragogy, my first thought was here I go again with learning about pedagogy. What in the world is andragogy? To much my surprise, I learned the history behind pedagogy; instead of, the theories that are supposed to work in the classroom. I never heard of andragogy until I started my research; when I started reading about pedagogy and andragogy, a thought entered my brain. The old question, “which came first, the chicken or the egg?” “Which came first pedagogy or andragogy?” Does a student begin to learn from someone else, (pedagogy) or does child begin learning when they are self-directed (andragogy)
The ideas established within the andragogical model offer suggestions and focus points to support the development of engaging and meaningful learning experiences for adults. In order to connect the andragogical assumptions with my reflections and further my thinking on professional development, I will first outline my memories and thoughts on each of the andragogical assumptions. Then, using my learning experiences as a guide, I will discuss how the professional learning opportunities at my school will change as a result of new understandings of adult
Andragogy is focusing on creating good learning experiences for adults(2013). Here, we should understand some assumptions about the boundary of adult and pre-adult. First , Adult learner can do self-direct learning (chapter 4), and can study independent than the pre-adult or children who are totally learning rely on teachers---learner’s self-concept, also this part is the most engaged part with learning. The second assumption is the most impressive and helpful. Adult learner have more experience than other learner, that means, adult’s prior experience have a big difference feeling or motivation with other adults. Take myself for example, when I was in high school, my orientation for study was went into a good University; whereas, right now, my orientation for study is to make my life different than before. It’s a internal motivation, because I experienced many things which I didn’t experienced in high school. The part “the need to know” makes me feel distanced from