When discussing the adult learning theory, andragogy is the best model for higher learning in adult education. Andragogy comes from the Greek word aner which means man and agogus which means leading (Knowles, 1980). The full translation means learning of adults. Andragogy was first used in the 1800s by a German teacher named Alex Kapp (Wang, 2011). It would not be until the late 1960s that a professor by the name of Malcolm S. Knowles would introduce andragogy to North America in a published article. The article shows that andragogy gives adults control over their learning and takes them out of the traditional teacher directed learning (Knowles, 1980). This adult theory is supported in three ways starting with the differences between andragogy and traditional learning, why adults favor andragogy, and how the andragogy program works better for adult education.
The traditional learning theory in use today in our educational system is called pedragogy. The term has become known as child learning after translation. Upon the founding of adult learning, the traditional pedragogy model has been less beneficial than the Andragogy model. During the initial setup of the system around the 1920s, adult learners rejected the strategies of learning like a child (Knowles, 1980). The main problem is that the pedragogy model suppress the feeling of independence and control. Within the andragogy model adults gain independence and control over what they learn. Its is known that adults are responsible enough to manage their lives so they are more than capable of managing their education (Marriam, 2001). These differences have led to the idea of an educational system in which the students starts in the pedragogy model and move to the...
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... education system today and andragogy is the best answer to providing adults with the level of satisfaction that they desire.
References
Knowles, M.S. (1980). The Modern Practice of Adult Education from Pedagogy to Andragogy.
Revised and updated. Cambridge: The Adult Education Company.
Merriam, S.B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Direction for Adult & Continuing Education, 89, 3-13.
Pew, S. (2007). Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education. Insight: A Journal Of Scholarly Teaching, 2, 14-25.
Reischmann, Jost (2004): Andragogy. History, Meaning, Context, Function. Retrieved from http://www.andragogy.net.
Wang, V. X. (2011). Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies. IGI Global. Retrieved from
Pedagogy is the passive trends from transfer of information from teachers to students, Andragogy is about active information seeking by the learner. Pedagogy assumes that students comes into the classroom with no life experiences to build on. Andragogy assumes that students have prior experiences that they can apply to the learning process. In Pedagogy teaching structure is subject-oriented, In Andragogy learning is less instructed and more relevant, relevance to real life issues are usually more essential using Andragogy as compared to Pedagogy. Pedagogy assumes that students have few internal motivations to learn and must rely on rewards and punishments. Andragogy assumes students have more internal motivations to learn. In Pedagogy students are dependent on teachers, In Andragogy students are more independent and responsible for their own learning. Pedagogy is more authoritarian model and Andragogy is more collaboratively learning model. In summary Pedagogy is more suitable for children in most cases and Andragogy is more suitable for adults in most
Education is in itself a concept, which has changed over the millennia, can mean different things and has had differing purposes according to time and culture. Education may take place anywhere, is not constrained by bricks and mortar, delivery mechanisms or legislative requirements. Carr (2003. p19) even states, “education does not necessarily involve teaching”. Education, by one definition, is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life (education, n.d.).
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).
The Transformative Learning theory (TLT) was developed by Jack Mezirow over 35 years. During these 35 years, the theory has evolved thorough critique, and research. Transformative Learning is a theory of adult learning that emphasizes a framework for learning, provides a reflection on assumptions and authentication of meaning. The primary purpose of adult learning is transformative learning leads to growth, empowerment, explores values and knowledge. The theory delivers a pathway for adults to take ownership of social and personal roles, assist in the development of self by enabling the world to become better through greater understanding and consciousness of issues beyond self, and help individuals improve their role in life.
Courtney I have to agree with your first characteristic, the adult learners have “readiness to learn things that are relevant to their job and personal life”. We are more motivated to learn something when we are sure that we would have a used for it. As we become older, time is more valuable and we are more motivated to use it more wisely.
Tagg, John. “Why Learn? What We May Really Be Teaching Students.” About Campus. 2004. Print.
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
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles
Andragogy is the way adults learn as opposed to pedagogy, the way children learn. The term was first introduced by Alexander Krapp in 1833. It was later popularized by Malcolm Knowles as he described his theory of adult learning. He had 6 theories as to how adults learn:
Since first introduced by Jack Mezirow in 1978, the concept of transformative learning has been a topic of research and theory building in the field of adult education (Taylor 1998). Although Mezirow is considered to be the major developer of transformative learning theory, other perspectives about transformative learning--influenced by the work of Robert Boyd--are emerging. Following a discussion of transformative learning as conceptualized by Mezirow, this Digest describes research and theory building by Robert Boyd and its influence on current perspectives of transformative learning. Some suggestions for fostering transformative learning conclude the Digest.
The Andragogical model is characterized by six assumptions that have emerged from research. The first assumption titled, “the need to know” describes the idea that, “Adults need to know why they need to learn something before undertaking to learn it” (Knowles, Holton & Swanson, 2015, p. 43). “The learner’s self-concept”, describes the second Andragogical model assumption as, “Adults have a self-concept of being responsible for their own decisions, for their own lives” (Knowles et al., 2015, p. 44). The third assumption of the Andragogical model is “the role of the learners’ experiences”. Knowles et al. (2015), describe this as, “Adults come into an educational activity with both a greater volume and a different quality of experience from that of youths” (p. 44). “Readiness to learn” describes the fourth Andragogical model assumption as, “Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations” (Knowles et al., 2015, p. 45). The fifth Andragogical model assumption is “orientation to learning”. Knowles et al. (2015), describes this level as, “Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems they confront in their life situations” (p. 46). “Motivation” describes the sixth level
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