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Looking at the subject of Andragogy is truly a foreign subject to me prior to beginning my research for this course. Malcolm Knowles developed a theory that he called andragogy which states that adult learners learn differently than younger learners. In 1959 Malcolm S. Knowles joined the staff at Boston University as an associate professor of adult education. He spent 14 years there during which time he produced his key texts: The Modern Practice of Adult Education (1970) and The Adult Learner (1973). These books were to cement his position at the center of adult education discourse in the United States and to popularize the notion of andragogy (see below). In 1974 he joined the faculty of the North Carolina State University where he was able to develop courses around ‘the andragogical model’. He also updated his key texts and published a new book on Self Directed Learning (1975) (Smith, 2002).
For instance a younger learner is more dependent upon an adult educator for the information a structure of an assignment or task (CCU, 2011). Where an adult learner is usually more will to challenge a subject based on personal experience and beliefs on subject matter. I find this to be enlightening as to the way I learn as I grow older. It is very true in the way I look at subjects from my own personal experience and relate it to what I believe first, instead of viewing the information in front of me. Learning as a school aged student is done in a way that they are there to continuously learn to gain information for greater gain in a subject, where as adult learners we look for an immediate answer to the question at hand (CCU, 2011). Adults are much more goal orientated in their approach to their education as well understanding their...
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University ,retrieved from: http://www.ccu.edu/blogs/cags/2011/10/how-adults-learn-compared-to-younger-learners/.
Rao,Hanmanth. (2009). Pedagogy- what does it mean, Teaching Expertise, retrieved from: http://www.teachingexpertise.com/articles/pedagogy-what-does-it-mean-2370 Smith, M. K. (2002) ‘Malcolm Knowles, informal adult education, self-direction and andragogy’, the encyclopedia of informal education, retrieved from:www.infed.org/thinkers/et-knowl.htm.
Hussin, Supyan. (2012). What is Heutagogy?, Supyan Hussin's blog, retrieved from: http://supyanhussin.wordpress.com/2012/06/15/what-is-heutagogy/. fred3638. (2010). Heutagogy & The Craft of Teaching, The Heutagogic Archives, retrieved from: http://heutagogicarchive.wordpress.com/2010/11/18/heutagogy-the-craft-of-teaching/.
Horton was interested in education for social change, he advocated that education be grounded in the learner’s experiences and included the use of questions to stimulate self-examination as well as examination of social systems. Horton’s approach to adult education has several key features. The key features in Horton’s approach are leadership development, social analysis, experience, learning and social meaning. (Pyles, 2013) Myles Horton’s organizing framework is a transformative approach anchored in the belief that societal change necessarily entrails a change in consciousness. (Pyles, 2013) Horton and his cohorts believed that people themselves are the authorities on their experiences and thus on their own learning needs and educational agendas. (Pyles, 2013)
There are various teaching perspectives used by educators such as the nurturing perspective and the social reform perspective. The social reform perspective is effective for adult learners as it involved the transformational learning as well as a critical reflection (Nesbit, 2005). The perspective depends on experiences that help transform the beliefs of an individual from old ways of understanding to new perspectives. The purpose of adult education mainly focuses of providing learning experiences that help them achieve a certain goal. Therefore, the transformational phases differ depending on the individual objectives or achievements. The perspectives also help in critical thinking and reflection that supports the transformational learning
Smith, M. K. (1997, 2004). Carl Rogers and Informal Education. In The Encyclopedia of Informal Education. Retrieved from http://www.infed.org/thinkers/et-rogers.htm
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).
...validity. Similarly, he postulates four methods through which a teacher can critically check these assumptions to see whether or not they are valid in the form of four lenses: as teachers and learners, students’ eyes, colleagues’ perceptions, and relevant theoretical frameworks. These lenses are especially applicable in adult learning since teachers must also develop effectiveness on the backdrop of salient assumptions. Once a teacher decides to take up as specific method of adult learning, then he or she must be willing to critically evaluate the results to determine whether or not that was the right choice.
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...
Knowles collected ideas about a theory of adult education from the end of World War 2, when he was introduced to the term “androgogy”. In 1966, Knowles meet Dusan Savicevic in Boston, U.S.A. Savicevic shared the term androgogy with Knowles and explained how it was used in the European context. .In 1967, Knowles made use of the term “Androgogy” to explain his theory of adult education. Then after consulting Merriam-Webster he converted the spelling of the term androgoy to andragogy and continued to make use of the term to explain his collection of ideas about adult learning. (Sopher 2003).
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
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).
Analysis: having been through the adult learning experience I have realised the roll of learner and teacher in this approach. An effective teacher can facilitate the development of independence, self confidence, learning satisfaction and help students (the learner) to critical think. This experience has taught me that there are different styles of learning and teaching that I can adopt in my future.
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...
Professor Ozuah mentioned that Edward C. Lindeman wrote lengthily about this subject of andragogy. Lindeman in 1926 stated that the way adults learned was by attacking the problem and thinking of ways to solve the situation not by what academic subject it fell under. Lindeman also stated that adults get self-gratification by solving a problem and coming up with a way to master the obstacles. (Ozuah) I do agree with both Professor Ozuah and Edward Lindeman. I know I feel better about my approach to teach when I watch my students use their intuition that the height of the building they just calculated with a protractor, straw, and tape measure doesn’t seem
Within the andragogical model described by Knowles, Holton, and Swanson (2015), adults need learning experiences that are different than those found in the pedagogical model. Instead of waiting for experiences that are directed and controlled by a teacher, adults need to have a clear rationale and understanding for the learning, feel past experiences are valuable, and have a developed internal system for motivation in order to help a learning experience be successful. The connection and orientation to the learning task, the readiness to learn, and self-concept are other important ideas to adult learning.
In summary, I guess I disagree with the theory that adults learn differently than children. I think we all learn the same. I think it is the strategy that is different. I believe that the role of any good educator is to guide the learner into connecting what they are learning in the classroom to their world.