UNCO_LE@RN Malcolm Knowles

Malcolm Knowles (1913-1997) is famous for the creation of the theory of andragogy and he is credited with being a fundamental influence in the development of the Humanist Learning Theory.

Theory of Andragogy

Malcolm Knowles, 1913-1997For Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth assumption was added later.

  1. Self-concept: As people mature, their self concept moves from one of being dependent personalities towards being self-directed human beings.
  2. Experience: As people mature, they accumulate growing reservoirs of experience that become increasing resources for learning.
  3. Readiness to learn: As people mature, their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles.
  4. Orientation to learning: As people mature, their time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly their orientation towards learning shifts from subject-centeredness to problem-centeredness.
  5. Motivation to learn: As people mature, their motivation to learn is internal (Knowles 1984:12).

Strategies such as case studies, role playing, simulations, and self-evaluation are most useful for adult learners. Instructors adopt a role of facilitator or resource rather than lecturer or grader.

Scope and Application of Andragogy

Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs. In 1984, Knowles provides an example of applying andragogy principles to the design of personal computer training:

  1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.).
  2. Instruction should be based on tasks, not on memorization — learning activities should be in the context of common tasks to be performed.
  3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels and types of previous experience with computers.
  4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.

Adult Learning Principles

Further Reading and References

Andragogy: what is it and does it help thinking about adult learning?

Malcolm Knowles, informal adult education, self-direction and andragogy

Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.

Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.

Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.