MALCOLM KNOWLES

Informal adult education

Self direction
Androgogy

Not a teacher, but a facilitator of learning

Andragogy

The art and science of helping adults learn

The definition has expanded to refer to learner-

focused education for people of all ages.

The term was originally used by Alexander Kapp (a

German educator) in 1833 and was developed into
a theory of adult education by the American
educator, Malcolm Knowles
Knowles' theory can be stated with six
assumptions of adult learning
Need to Know

Foundation

Self-concept

Readiness

Orientation

Motivation
Malcolm Knowles Theory of Adult Education
can be stated as four simple postulates:

Adults need to be involved in the planning and evaluation of

their instruction.

Experience (including mistakes) provides the basis for

learning activities.

Adults are most interested in learning subjects that have

immediate relevance to their job or personal life.

Adult learning is problem-centered rather than content-

oriented (Orientation to learning)
Knowles Experience with Learning
YMCA class on stars
Original, lecture-type class suffered waning interest
New course built on the attendees interests grew from week
to week
YMCA in Chicago attended class with Arthur Shedlin
Knowles inspired by the way that Shedlin led the class
without lecturing.
Inquiry Teams develop, explore, present and discuss
topics

(http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm)
Qualities of an Adult Learner

1. Self-concept: self-directed, not dependent

2. Experience: Resource for learning

3. Readiness to learn: Developmental tasks of social

roles

4. Learning orientation: Problem-center, not subject-

centered learning

5. Motivation: Internal, rather than external motivation

 Knowles Roots in Self-direction

Boy Scout plan to earn 50 merit

badges
Motivated to win a trip to England
Implemented a plan to achieve his goal
Provided this to others as an example of
self-directed learning to achieve a goal.

(http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm)
Instructor Aims
Pedagogy vs. Andragogy

Assumptions Pedagogy Andragogy

Self-concept Dependency Increasing self-
directiveness
Experience Of little worth Learners are a rich
resource for learning
Readiness Biological development Developmental tasks of
social pressure social roles
Time perspective Postponed application Immediacy of
application
Orientation to learning Subject centered Problem centered
Instructor Aims
Pedagogy vs. Andragogy
Design Elements Pedagogy Andragogy
Climate Authority oriented- Mutuality Respectful
Formal Collaborative
Competitive Informal
Planning By teacher Mechanism for mutual
planning
Diagnosis of needs By teacher Mutual self-diagnosis
Formulation of objectives By teacher Mutual negotiation
Design Logic of Content units the Sequenced in terms
subject matter Problem units of readiness
Activities Transmittal techniques Experiential techniques
(inquiry)
Evaluation By teacher Mutual re-diagnosis of
needs
Mutual measurement