Malcolm Knowles Andragogy

Malcolm Knowles Andragogy

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  helping millions ofgrown-up people all over the world to transform themselves into mature adults ~Malcolm Knowles “Adult” Education
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   Arose inthe early 20th century as an answer to workforce needs during the Great Depression  Job training through F.D.R.’s New Deal  Adult literacy & GED  Community College  Focuses on Skills, Understanding, Attitudes, and Values for specific occupational and social needs What Is “Adult” Education?
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   Champion ofandragogy, self-direction in learning and informal adult education  Influential figure in the adult education field.  His work was a significant factor in reorienting adult educators from ‘educating people’ to ‘helping them learn.’ Malcolm Knowles
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  Pedagogy / Andragogy “theart and science of teaching children” “the art and science of teaching adults”
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   Malcolm Knowlesoriginally adapted the word “Andragogy” to distinguish learning differences between children and adults.  For Knowles, andragogy was premised on crucial assumptions about the characteristics of adult learners that are different from the traditional pedagical assumptions about child learners. Pedagogy / Andragogy
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  Pedagogy / Andragogy AssumptionPedagogy Andragogy 1.) Need to Know: Learners only need to know that they must learn what the teacher teaches if they want to pass or get promoted; they do not need to know how what they learn will apply to their lives. Adults need to know why they need to learn something before undertaking to learn it. The first task of the facilitator of learning is to help the learners become aware of the “need to know.”
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  Pedagogy / Andragogy AssumptionPedagogy Andragogy 2.) Self- concept: The teacher’s concept of the learner is that of a dependent personality; therefor the learner’s self- concept becomes that of a dependent personality. Adults have a self-concept of being responsible for their own lives. . . with a deep psychological need to be seen and treated by others as being capable of self- direction.
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  Pedagogy / Andragogy AssumptionPedagogy Andragogy 3.) Role of Experience: The learner’s experience is of little worth as a resource for learning; the experience that counts is that of the teacher (and the curriculum designers). Transmittal techniques are the back- bone of pedagogical methodology. Adults come into an educational experience with both a greater volume and different quality of experience from youths. Andragogy emphasizes experiential techniques such as group discussion, simulation, problem-solving activities, .etc.
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  Pedagogy / Andragogy AssumptionPedagogy Andragogy 4.) Readiness to Learn: Learners become ready to learn what the school requires them to learn if they want to pass or get promoted. Adults become ready to learn those things they need to know or be able to do in order to cope effectively with their real-life situations. (Readiness to learn coincides with psychological and social developmental stages)
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  Pedagogy / Andragogy AssumptionPedagogy Andragogy 5.) Orientation to Learning: Learners have a subject- centered orientation to learning; they see learning as acquiring subject-matter content. Therefore, learning experiences are organized according to units and the logic of the subject-matter. Adults are life centered (task or problem centered) in their orientation to learning. Learning experiences are organized around life tasks or problems.
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  Pedagogy / Andragogy AssumptionPedagogy Andragogy 6.) Motivation to Learn: Learners are motivated to learn by extrinsic motivators such as grades, the teacher’s approval or disapproval, parental pressures. While adults are responsive to some extrinsic motivators (better jobs, promotions, salary increases), the more potent motivators are intrinsic (the desire for increased self-esteem, quality of life, responsibility, job satisfaction). Adults are motivated to keep growing and developing, but this motivation is frequently blocked by negative self-concept, inaccessibility of opportunity, and time constraints.
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  Andragogy as aPhilosophy  Andragogy is not restricted to adult learning styles  Andragogy supports life-long learning as a lifestyle  Andragogy develops competence rather than knowledge  Andragogy combines humanist and behavioral psychology