Theory of Andragogy
For 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.
- Self-concept: As people mature, their self concept moves from one of being dependent personalities towards being self-directed human beings.
- Experience: As people mature, they accumulate growing reservoirs of experience that become increasing resources for learning.
- Readiness to learn: As people mature, their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles.
- 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.
- 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:
- There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.).
- Instruction should be based on tasks, not on memorization — learning activities should be in the context of common tasks to be performed.
- 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.
- 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
- Adults need to be involved in the planning and evaluation of their instruction.
- Experience (including mistakes) provides the basis for learning activities.
- Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
- Adult learning is problem-centered rather than content-oriented.
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.