Andragogy[3]

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Andragogy refers to the method and practice of teaching adult learners. It was originally coined in 1833 and further developed by Malcolm Knowles, who articulated key assumptions about adult learners. Knowles proposed that adult learners are self-directed, task-oriented, and benefit most from learning that can apply immediately and that they have chosen for themselves. Heutagogy builds upon andragogy by focusing on truly self-determined learning and the skills needed to learn continuously in a rapidly changing world.

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Andragogy – Malcolm Knowles 1 Andragogy Malcolm Knowles Submitted by Steven R. Crawford, [email protected] What is Andragogy? Andragogy literally means leader of man (andr- is Latin for “man” and agogus is Latin for “leader of”) Dusan Savicevic, a Yugoslavian educator, made Knowles aware of the term “Andragogy” in 1967. (Knowles 1990) The term was actually coined by a German educator, Alexander Kapp, in 1833. Knowles had already begun building a comprehensive theory of adult learning that is anchored in the characteristics of adult learners. Beginning with concepts researched by Cross (Adult Learning Theory), Gagne (Conditions of Learning), Houle, Rogers (Experiential Learning), Tough, and others, he developed the andragogical model based on several assumptions that differed from the accepted pedagogical models. These include: 1. The need to know – Adults need to know why they need to learn something before undertaking to learn it. … 2. The learner’s self-concept – Adults have a self-concept of being responsible for their own decisions, for their own lives. Once they have arrived at that self- concept they develop a deep psychological need to be seen by others and treated by others as being capable of self-direction. … 3. The role of the learner’s experience – Adults come into educational activity with both a greater volume and a different quality of experience from youths. … 4. Readiness to learn – 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 situation. … 5. Orientation to learning – In contrast to children’s and youths’ subject-centered orientation to learning (at least in school), adults are life-centered (or task- centered or problem-centered) in their orientation to learning. … 6. Motivation – While adults are responsive to some external motivators (better jobs, promotions, higher salaries, and the like), the most potent motivators are internal pressures (the desire for increased job satisfaction, self-esteem, quality of life and the like). … (Knowles 1990, p57-63) Definitions Of An Adult Learner Biological Definition: The age at which an individual can reproduce. Legal Definition: The age that an individual can vote, drive, marry, etc. Social Definition: When an individual begins to perform adult roles such as full-time worker, participating citizen, spouse, parent, etc. Psychological Definition: When and individual develops a self-concept of being responsible for their own life. Steven R. Crawford for ECI 761 Andragogy – Malcolm Knowles 2 Analysis of Andragogy When applying andragogy to learning, the task or goal of the learner will determine if direct or indirect methods of instruction should be used. If a concept is one that is previously unknown to the learner, then more direct instruction will be necessary. An effective method is to address specific topics of immediate con.

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Andragogy[3]

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Andragogy[3]

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