Setting the stage: What is Andragogy?
Andragogy is the art and science of teaching adults. Scholars of andragogy acknowledge that the principles of andragogy can also be very motivating and empowering when used with younger learners.
Edward C. Lindeman was a notable American educator who greatly contributed to the study of andragogy. In his book The Meaning of Adult Education, Lindeman outlined four principles of adult education:
First, education is a life long process.
Second, adult education is non-vocational.
Third, adult education should emphasize situations not subjects.
Fourth, adult education should place primary emphasis on the learner’s experiences.
Lindeman stressed the importance of discussion and the development of metacognitive skills. Malcolm S. Knowles further contributed to adult education by developing the theories of andragogy.
Andragogy has emerged as a Humanistic Learning Theory, influenced by Maslow’s and Roger’s work on self-actualization, self-directed learning and autonomy. Knowles defines andragogy as “the body of theory and practice on which self-directed learning is based” (Knowles, 2015, p. 275) and as a model concerned with providing procedures and resources for helping adult learners acquire information and skills (Knowles, 2015, p. 51). He says about learning that,
“We will learn no matter what! Learning is as natural as rest or play. With or without books, inspiring trainers or classrooms, we will manage to learn. Educators can, however, make a difference in what people learn and how well they learn it. If we know why we are learning and if the reason fits our needs as we perceive them, we will learn quickly and deeply.”
Knowles’ theory of andragogy proposes six assumptions:
the need to know (why do I need to learn this?).
the learners self-concept (being responsible for my own decisions).
the role of the learners’ experiences (adults come in the learning setting with different experiences).
readiness to learn (life situations dictate readiness to learn).
orientation to learning (life-centered, applicable to real-life situations); motivation (meaning, purpose, self-actualizing).
Knowles remarks that Carl Rogers did not believe in instructing someone on what they should know, believe or think nor did he have any interest in making anyone know something. He notes that Rogers described the role of the teacher as a “facilitator of learning”and shared three must qualities of a facilitator:
congruence (realness and genuineness).
non-possessive caring (acceptance and positive regard).
empathic understanding (sensitive and accurate listening).
Knowles shares that Maslow would most certainly agree with Rogers for Maslow believed in education for self-actualization, “the full use of talents, capacities, potentialities, etc.” as well as Maslow also added safety and security as an important piece for an optimal learning environment. (Knowles, 2015).
References
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner. The Definitive classic in adult education and human resource development. (8th ed.). Routlege.
Lindeman, E. C. (1926). The meaning of adult education. New Republic, INC.