Andragogy

Andragogy refers to methods and principles used in adult education.[1][2] The word
comes from the Greek ἀνδρ- (andr-), meaning "man", and ἀγωγός (agogos), meaning
"leader of". Therefore, it literally means "leading man", whereas "pedagogy" literally
means "leading children".[3]
Definitions

Two primary understandings of "andragogy" exist:

1. The science of understanding (theory) and supporting (practice) lifelong education of adults.
2. In the tradition of Malcolm Knowles, a specific theoretical and practical approach. It is based
on a humanistic conception of self-directed and autonomous learners as well as teachers as
facilitators of learning.

Interpreted broadly throughout academic literature, the term also invites other
definitions such as "adult education practice", "desirable values", "specific teaching
methods", "reflections", and "academic discipline", with many authors claiming it to be
better than traditional adult education.
The term has been used by some to allow discussion of contrast between self-directed
and self-taught education.[4]
History
The term was originally coined by German educator Alexander Kapp in 1833.
Andragogy was developed into a theory of adult education by Eugen Rosenstock-
Huessy. It later became very popular in the US by the American educator Malcolm
Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be
distinguished from the more commonly used term pedagogy(Greek: "child-leading").
Knowles collected ideas about a theory of adult education from the end of World War
IIuntil he was introduced to the term "andragogy". In 1966, Knowles met Dusan
Savicevic in Boston. Savicevic was the one who shared the term andragogy 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 with Merriam-Webster, he corrected the spelling of the term to
"andragogy" and continued to make use of the term to explain his multiple ideas about
adult learning.
Knowles' theory can be stated with six assumptions related to the motivation of adult
learning:[5][6]
1. Need to know: Adults need to know the reason for learning something.
2. Foundation: Experience (including error) provides the basis for learning activities.
3. Self-concept: Adults need to be responsible for their decisions on education; involvement in
the planningand evaluation of their instruction.
4. Readiness: Adults are most interested in learning subjects having immediate relevance to
their work and/or personal lives.
5. Orientation: Adult learning is problem-centered rather than content-oriented.
6. Motivation: Adults respond better to internal versus external motivators.
 In most European countries, the Knowles discussion played at best, a marginal role.
"Andragogy" was, from 1970 on, connected with emerging academic and professional
institutions, publications, or programs, triggered by a similar growth of adult
education in practice and theory as in the United States. "Andragogy" functioned here
as a header for (places of) systematic reflections, parallel to other academic headers
like "biology", "medicine", and "physics".

Examples of this use of andragogy are the Yugoslavian (scholarly) journal for adult
education, named Andragogija in 1969, and the Yugoslavian Society for Andragogy; at
Palacky University in Olomouc (Czech republic) the Katedra sociologie a
andragogiky(Sociology and Andragogy Department) was established in 1990. Also,
Prague University has a Katedra Andragogiky (Andragogical Department); in 1993,
Slovenia's Andragoski Center Republike Slovenije (Slovenian Republic Andragogy
Center) was founded with the journal Andragoska Spoznanja; in 1995, Bamberg
University (Germany) named a Lehrstuhl Andragogik (Androgogy Chair).
On this formal level "above practice" and specific approaches, the term "andragogy"
could be used relating to all types of theories, for reflection, analysis, training, in
person-oriented programs, or human resource development.

Principles
Adult learning is based upon comprehension, organization and synthesis of knowledge
rather than rote memory. There are seven Principles of Adult Learning:[7][8]
• Adults must want to learn – They learn effectively only when they are free to direct their
own learning and have a strong inner and excited motivation to develop a new skill or acquire
a particular type of knowledge, this sustains learning.
• Adults will learn only what they feel they need to learn – Adults are practical in their
approach to learning; they want to know, "How is this going to help me right now? – Is it
relevant (Content, Connection and Application) and does it meet my targeted goals."
• Adults learn by doing – Adolescents learn by doing, but adults learn through active practice
and participation. This helps in integrating component skills into a coherent whole.
• Adult learning focuses on problem solving– Adolescents tend to learn skills sequentially.
Adults tend to start with a problem and then work to find a solution. A meaningful
engagement, such as posing and answering realistic questions and problems is necessary for
deeper learning. This leads to more elaborate, longer lasting, and stronger representations of
the knowledge (Craik & Lockhart, 1972).
• Experience affects adult learning – Adults have more experience than adolescents. This can
be an asset and a liability, if prior knowledge is inaccurate, incomplete, or naive, it can
interfere with or distort the integration of incoming information (Clement, 1982; National
Research Council, 2000).
• Adults learn best in an informal situation – Adolescents have to follow a curriculum. Often,
adults learn by taking responsibility by the value and need of content they have to understand
and the particular goals it will achieve. Being in an inviting, collaborative and networking
environment as an active participant in the learning process makes it efficient.
• Adults want guidance and consideration as equal partners in the process – Adults
want information that will help them improve their situation. They do not want to be told
what to do and they evaluate what helps and what doesn't. They want to choose options
 based on their individual needs and the meaningful impact a learning engagement could
provide. Socialization is more important among adults. [9]

Differences from pedagogyEdit

Here are some of the main differences between pedagogy and andragogy: [24][25]
PEDAGOGY ANDRAGOGY

• The learner is
dependent on
the instructor,
the teacher
schedules all
the activities;
determining
how, when • Learner is self-directed and
and where moves towards
they should independence
take place
Learner • Learner is responsible for
• Teacher is the
one who is the learning
responsible• Self-evaluation is seen
for what is
taught and
how it is
taught
• Teacher
evaluates the
learning

•There is little
experience
• There is large quantity of
which could
experience gained
be gained
Learner's from this kind• Method used is problem
experience of learning solving, discussion, service-
learning[26]
• Method
is didactic

• Standardized
curriculum • Curriculum is more
Readiness set which will application based and it
to learn be based on revolves around life
societal needs
 • Here, it is a
process of • Here learning is for
Orientation acquiring performing tasks and
to learning subject solving problems
matter

• Motivation is
by external • It is driven by internal
pressure, and motivation. Includes self-
Motivation there is lot of actualization, self-
competition confidenceetc.
for grades

The Adult Learning Theory - Andragogy - of

Malcolm Knowles

The Adult Learning Theory - Andragogy - of Malcolm Knowles

The Adult Learning Theory - Andragogy

Malcolm Shepherd Knowles (1913 – 1997) was an American educator well

known for the use of the term Andragogy as synonymous to adult education.
According to Malcolm Knowles, andragogy is the art and science of adult learning,
thus andragogy refers to any form of adult learning. (Kearsley, 2010).

The term andragogy can be supposedly equivalent to the term

pedagogy. Andragogy in Greek means man-leading in comparison to pedagogy,
which in Greek means child-leading. However, it should be noted that the term
pedagogy has been used since the Ancient Greek times, while Alexander Kapp, a
German educator, first used the term andragogy in 1833.

Knowles’ 5 Assumptions Of Adult Learners

In 1980, Knowles made 4 assumptionsabout the characteristics of adult

learners(andragogy) that are different from the assumptions about child learners
(pedagogy). In 1984, Knowles added the 5th assumption.
1. Self-Concept
As a person matures his/her self concept moves from one of being a dependent
personality toward one of being a self-directed human being.
2. Adult Learner Experience
As a person matures he/she accumulates a growing reservoir of experience that
becomes an increasing resource for learning.
3. Readiness to Learn
As a person matures his/her readiness to learn becomes oriented increasingly to the
developmental tasks of his/her social roles.
4. Orientation to Learning
As a person matures his/her time perspective changes from one of postponed
application of knowledge to immediacy of application. As a result his/her orientation
toward learning shifts from one of subject- centeredness to one of problem
centeredness.
5. Motivation to Learn
As a person matures the motivation to learn is internal (Knowles 1984:12).

Knowles’ 4 Principles Of Andragogy

In 1984, Knowles suggested 4 principlesthat are applied to adult learning:

1. Adults need to be involved in the planning and evaluation of their instruction.

2. Experience (including mistakes) provides the basis for the learning activities.
3. Adults are most interested in learning subjects that have immediate relevance and
impact to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)

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Application of Andragogy in Personal Computer Training

Knowles (1984) provides an example of applying andragogy principles to the

design of personal computer training:

1. There is a need to explain the reasons specific things are being taught (e.g., certain
commands, functions, operations, etc.)
2. Instruction should be task-oriented instead of promoting memorization -- learning
activities should be in the context of common tasks to be performed by the others.
3. Instruction should take into account the wide range of different backgrounds of learners;
learning materials and activities should allow for different levels/types of previous
experience with computers.
4. Since adults are self-directed, instruction should allow learners to discover things and
knowledge for themselves without depending on people. However, learners should be
offered guidance and help when mistakes are made.
The dynamic model of learner Autonomy