Knowles' principles of andragogy focus on involving adult learners in the learning process. The six key principles are that adult learners need to learn, want a respectful environment where their perspectives are valued, see the goals as their own, help plan the learning, actively participate, and apply their own experiences to the learning. Andragogical teaching contrasts with pedagogy in that it recognizes adults' self-directedness, wealth of life experiences, readiness to learn based on social roles, and desire to immediately apply learning to real-world problems. Andragogical design is therefore more collaborative, experience-based, and aimed at mutual negotiation of objectives and evaluation between learner and teacher.

1. KNOWLES’ PRINCIPLES OF ANDRAGOGY
• The learners feel a need to learn
• The learning environment is characterized by mutual respect and
trust and acceptance of differences
• The learners perceive the goals of the learning experience to be
their goals
• The learners share responsibility for planning
• The learners participate actively
• The learning process makes use of learners’ experiences
• The learners have a sense of progress towards goals

2. PEDAGOGICAL ANDRAGOGICAL
ASSUMPTIONS ASSUMPTIONS
• Postponed time application
• Subject-centered
orientation to learning
• Self concept is one of
dependency
• Experience is of little value
• Readiness to learn depends
on biological development
• Immediacy of time application
• Problem centered orientation to
learning
• Self concept is toward increasing
self-directedness
• Learners are a rich resource for
learning
• Readiness depends on
developmental tasks of social
roles

3. PEDAGOGICAL ANDRAGOGICAL
DESIGN FACTORS DESIGN FACTORS
• Teacher formulates objectives
• Material is studied by content
units
• Transmittal techniques used
• Evaluation by teacher
• Authority oriented, formal
climate, often competitive
• Teacher plans learning
experience
• Teacher diagnoses needs
• Teacher evaluates
• Mutual negotiation of objectives
• Material sequenced in terms of
learner readiness
• Experiential, inquiry techniques
• Mutual evaluation
• Climate characterized by
mutuality, respect, collaboration,
and informality
• Mutually planned learning
experience
• Mutual self-diagnosis of needs
• Mutual evaluation