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Individual Essay: New Perspectives on Andragogy
Learning and teaching theorists have made many important discoveries related to adult learning. Two of these discoveries include the ideas that adults have the ability to learn over a lifetime and adults learn differently than children. Through these discoveries, the field of andragogy was born. As Malcolm Knowles advanced the idea of andragogy throughout the United States, he described six assumptions that are key to the andragogical model of teaching and learning. These assumptions include: the need to know, self-concept, prior experience, readiness to learn, learning orientation, and motivation to learn. The six assumptions of adult learning learning has made an impact upon the teaching styles of adult educators and the learning of adult students. As an adult learner, I am currently impacted by these discoveries as well.
I experience a tremendous amount of demands on my time as an elementary school principal. Thus, I have to prioritize what is important and what can be let go. In the first assumption of the andragogical model, “the need to know”, Knowles, Holton and Swanson
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This is an opportunity I plan to enjoy for the duration of my educational career. However, this experience could be short-lived as I have two and a half years to earn my administrative credentials. If I do not earn the credentials within that time frame, I will no longer be able to retain my current position. Knowles et al. (2015) describe the sixth level andragogical model assumption of motivation as “Adults are responsive to some external motivators, but the most potent motivators are internal pressures” (p. 47). As an adult I find that my personality is geared to both the internal and external motivators of retaining my job. I am open to the learning provided through my graduate coursework, as it will provide the opportunity to stay in the job that I
In Yukio Mishima’s novel The Sailor Who Fell from Grace with the Sea, Mishima’s political ideologies of Westernization and women’s gender roles leak through the text. These ideologies seem to be centered around one character, Fusako. Specifically, the idea of westernization as strictly a materialized obsession is exhibited through Fusako’s home and business. These possessions drive Fusakos interests in Western goods and the sea, which, directly opposes the interests of all the male characters within the text. In addition, Fusako’s westernized behavior lacks traditional Japanese values. Ultimately, Mishima uses Fusako as a symbol for westernization that he dreads.
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).
Knowles et al(2011) state that “the goals and purposes of adult learning serve to shape and mold the learning experience” and cite that although Knowles suggested adult learning goals should be placed into three categories; individual, institutional and societal growth, “he did not directly link them to andragogical assumptions” (Knowles et al, 2011, p.148). As cited in Leach (2011) the first of Knowles’ principles is setting the physical and psychological climate to encourage learning. Next, involve the learners in mutual planning. Next, enable learners some input into identifying learning needs for themselves
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...
This essay is to consider and discuss how I might apply the theories of Malcolm Knowles, in my own current or future training work. The essay will include a brief biography on Malcolm Knowles, and his theory on adult education / learning andragogy, to include definitions of andragogy and pedagogy, which has been the mainstay of all education theory for hundreds of years.
Edward Lindeman is thought by many to be the founder of contemporary adult education. His work in the area of adult education included the writing of articles, books, public presentations, assistance in the collegiate system as a lecturer of social work and as an associate pastor in the church (Brookfield 1986). Lindeman and Martha Anderson traveled to observe and analyze the German Folk High School system and the worker’s movement. Consequently, Lindeman and Anderson’s comparative research lead to the breakthrough of the German perception of andragogy. Their studies define andragogy as the “true method of adult learning” (1986). In 1968 at Boston University, the initial use of the term “andragogy” to attain prevalent notice of adult instructors occurred when Malcolm Knowles who at the time was an instructor of adult education, presented the term via journal article. In his 1970 book publication, he defined “andragogy” as the art and science of helping adults learn. The concept of self-directed learning, or SDL, maintained below reveals Knowles’ definition of SDL:
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 developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Mossler, R. A. (2013). 8.4 Motivation and Job Satisfaction. In Adult Development and Learning. Retrieved from https://content.ashford.edu/books/AUPSY202.13.1/sections/sec8.4
In summary, I guess I disagree with the theory that adults learn differently than children. I think we all learn the same. I think it is the strategy that is different. I believe that the role of any good educator is to guide the learner into connecting what they are learning in the classroom to their world.
Radovan, M. (2010). NEW PARADIGMS IN MOTIVATIONAL RESEARCH. International Journal Of Academic Manthey, G. (2012). An easy response to 'Why do I have to learn this?'. Leadership, 41(5), 15. Research, 2(2), 6-10.
Andragogy, made famous in the United States by Malcom Knowles in 1967, is the art and science of teaching adult learners as opposed to pedagogy which is the art and science of teaching but not distinguishing what age group (Rachel, 2002). Knowles implemented andragogy through the use of a learning contract, in which learning objectives, strategies and resources, achievement, and methods for evaluation are all determined by both the learner and instructor (2002).
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...
Within the andragogical model described by Knowles, Holton, and Swanson (2015), adults need learning experiences that are different than those found in the pedagogical model. Instead of waiting for experiences that are directed and controlled by a teacher, adults need to have a clear rationale and understanding for the learning, feel past experiences are valuable, and have a developed internal system for motivation in order to help a learning experience be successful. The connection and orientation to the learning task, the readiness to learn, and self-concept are other important ideas to adult learning.
Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners: adults need learning to be meaningful; they are autonomous, independent, and self-directed; prior experiences are a rich learning resource; their readiness to learn is associated with a transition point or a need to perform a task; their orientation is centered on problems, not content; they are intrinsically motivated; their participation in learning is voluntary (Draper 1998; Sipe 2001; Tice 1997; Titmus 1999). For some, "the major difference between adults and younger learners is the wealth of their experience" (Taylor, Marienau, and Fiddler 2000, p. 7). For others, the capacity for critical thinking or transformative learning is what distinguishes adults (Vaske 2001). In contrast, pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).