This link has been bookmarked by 77 people and liked by 1 people. It was first bookmarked on 10 Jun 2006, by Jeremy Price.
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20 Jun 13
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25 Apr 13
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The immediate problem we have is the unqualified way in which the statement is made. There may be times when experiential learning is not appropriate - such as when substantial amounts of new information is required. We have to ask the question, what is being learnt, before we can make judgements.
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A second aspect here is whether children's and young people's experiences are any less real or less rich than those of adults.
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As Jarvis (1985) puts it, perhaps even more significantly is that for Knowles 'education from above' is pedagogy, while 'education of equals' is andragogy.
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27 Jan 13
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08 Jan 13
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29 Sep 12
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Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth was added later.
1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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The point at which a person becomes an adult, according to Knowles, psychologically, 'is that point at which he perceives himself to be wholly self-directing. And at that point he also experiences a deep need to be perceived by others as being self-directing' (Knowles 1983: 56)
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27 Sep 12
Dave Truss1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12). -
14 Sep 12
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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30 Aug 12
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03 Jul 12
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02 Nov 11
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10 Oct 11
Tony Searldirect to TPl readings like this, or edited highlights
andragogy learning adult_learning research pedagogy Knowles education teaching plane der Self Evaluation Tool
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01 Oct 11
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29 Sep 11
Ania RolinskaThe notion of andragogy has been around for nearly two centuries. It became particularly popular in North America and Britain as a way of describing adult learning through the work of Malcolm Knowles. But what actually does it mean, and how useful a term is it when thinking about adult learning?
course design approaches to learning adult_learning andragogy
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05 Jul 11
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16 Jun 11
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It reappeared in 1921 in a report by Rosenstock in which he argued that 'adult education required special teachers, methods and philosophy, and he used the term andragogy to refer collectively to these special requirements' (Nottingham Andragogy Group 1983: v).
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'to refer to the discipline which studies the adult education process or the science of adult education' (Nottingham Andragogy Group 1983: v).
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In the minds of many around the adult education field, andragogy and the name of Malcolm Knowles have become inextricably linked.
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Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth was added later.
-
1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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Cross (1981: 248) also uses such perceived characteristics in a more limited attempt to offer a 'framework for thinking about what and how adults learn'.
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Freire
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The assumptions 'can be read as descriptions of the adult learner... or as prescriptive statements about what the adult learner should be like' (Hartree 1984 quoted in Merriam and Caffarella 1991: 250).
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A comparison of the assumptions of pedagogy and andragogy following Knowles (Jarvis 1985: 51)
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In North American education debates, for example, four main forces can be identified in the twentieth century: the liberal educators; the scientific curriculum makers; the developmental/person-centred; and the social meliorists (those that sought more radical social change) (after Kliebart 1987).
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- the transmission of knowledge,
- product
- process, and
- praxis.
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09 Jun 11
Johnny Graterol GuevaraNociones y cuestiones fundamentales acerca de la andragogía, y el enfoque de Malcolm Knowles
andragogy knowles adult_learning learning education adultlearning theories teaching
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13 May 11
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30 Mar 11
Alicia Cundell"andragogy
The notion of andragogy has been around for nearly two centuries. It became
particularly popular in North America and Britain as a way of describing adult
learning through the work of Malcolm Knowles. But what actually does it mean,
and how useful a term is it when thinking about adult learning?
contents:
introduction
·
some general
issues with Knowles' approach
·
the assumptions
explored
·
andragogy and pedagogy
·
andragogy - the continuing debate
·
further
reading and references
·
how to cite this article
. see,
also:
malcolm knowles, informal adult
education, self-direction and andragogy
The term andragogy was originally formulated by a German teacher, Alexander
Kapp, in 1833 (Nottingham Andragogy Group 1983: v). He used it to describe
elements of Plato's education theory. Andragogy (andr- meaning 'man')
could be contrasted with pedagogy (paid- meaning 'child' and agogos
meaning 'leading') (see Davenport 1993: 114). Kapp's use of andragogy had
some currency but it was disputed, and fell into disuse. It reappeared in 1921
in a report by Rosenstock in which he argued that 'adult education required
special teachers, methods and philosophy, and he used the term andragogy to
refer collectively to these special requirements' (Nottingham Andragogy Group
1983: v).
Eduard Lindeman
was the first writer in English to pick up on Rosenstock's use of the term. The
he only used it on two occasions. As Stewart, his biographer, comments, 'the new
term seems to have impressed itself upon no one, not even its originators'. That
may have been the case in North America, but in France, Yugoslavia and Holland
the term was being used extensively 'to refer to the discipline which studies
the adult education process or the science of adult education' (Nottingham
Andragogy Group 1983: v).
In the minds of many around the adult education field, andragogy and the name
of
Malcolm Knowles
have
become inextrica -
27 Mar 11
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17 Mar 11
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10 Mar 11
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n the minds of many around the adult education field, andragogy and the name of Malcolm Knowles have become inextricably linked.
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. Self-concept
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Experience
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Readiness to learn.
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Orientation to learning.
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Motivation to learn
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Knowles makes about adult learners:
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. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being.
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Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning
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Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
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Language like 'life application' categories reeks of skill-based models - where learning is reduced to a series of objectives and steps (a product orientation). We learn things that are useful rather than interesting or intriguing or because something fills us with awe. It also thoroughly underestimates just how much we learn for the pleasure it brings (see below).
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Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness
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Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12)
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Pedagogy Andragogy The learner Dependent. Teacher directs what, when, how a subject is learned and tests that it has been learned Moves towards independence. Self-directing. Teacher encourages and nurtures this movement
The learner's experience Of little worth. Hence teaching methods are didactic A rich resource for learning. Hence teaching methods include discussion, problem-solving etc. Readiness to learn People learn what society expects them to. So that the curriculum is standardized. People learn what they need to know, so that learning programmes organised around life application. Orientation to learning Acquisition of subject matter. Curriculum organized by subjects. Learning experiences should be based around experiences, since people are performance centred in their learning -
W]hat we describe as adult learning is not a different kind or order from child learning. Indeed our main point is that man must be seen as a whole, in his lifelong development. Principles of learning will apply, in ways that we shall suggest to all stages in life. The reason why we specify adults throughout is obvious. This is the field that has been neglected, not that of childhood. (Kidd 1978: 17)
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07 Mar 11
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22 Feb 11
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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andragogy is an attempt to build a comprehensive theory (or model) of adult learning that is anchored in the characteristics of adult learners.
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Hartree (1984) raises a further problem. Has Knowles provided us with a theory or a set of guidelines for practice? The assumptions 'can be read as descriptions of the adult learner... or as prescriptive statements about what the adult learner should be like' (Hartree 1984 quoted in Merriam and Caffarella 1991: 250).
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being.
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both Erikson and Piaget have argued that there are some elements of self-directedness in children's learning (Brookfield 1986: 93). Children are not dependent learners for much of the time, ‘quite the contrary, learning for them is an activity which is natural and spontaneous' (Tennant 1988: 21). It may be that Knowles was using ‘self-direction’ in a particular way here or needed to ask a further question - 'dependent or independent with respect to what?'
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2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
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There may be times when experiential learning is not appropriate - such as when substantial amounts of new information is required.
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Does the fact that they have 'less' supposed experience make any significant difference to the process? A reading of Dewey (1933) and the literature on reflection (e.g. Boud et al 1985) would support the argument that age and amount of experience makes no educational difference.
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3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
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Language like 'life application' categories reeks of skill-based models - where learning is reduced to a series of objectives and steps (a product orientation). We learn things that are useful rather than interesting or intriguing or because something fills us with awe.
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4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
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We also need to note here the assumption that adults have a greater wish for immediacy of application. Tennant (1988: 22) suggests that a reverse argument can be made for adults being better able to tolerate the postponed application of knowledge.
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Last, Brookfield argues that the focus on competence and on 'problem-centredness' in Assumptions 3 and 4 undervalues the large amount of learning undertaken by adults for its innate fascination.
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It is unrelated to life tasks and instead represents a means by which adults can define themselves' (Brookfield 1986: 99).
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5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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In sum it could be said that these assumptions tend to focus on age and stage of development. As Ann Hanson (1996: 102) has argued, this has been at the expense of questions of purpose, or of the relationship between individual and society
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Andragogy and pedagogy
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Knowles 'education from above' is pedagogy, while 'education of equals' is andragogy
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A comparison of the assumptions of pedagogy and andragogy following Knowles (Jarvis 1985: 51)
Pedagogy Andragogy The learner Dependent. Teacher directs what, when, how a subject is learned and tests that it has been learned Moves towards independence. Self-directing. Teacher encourages and nurtures this movement
The learner's experience Of little worth. Hence teaching methods are didactic A rich resource for learning. Hence teaching methods include discussion, problem-solving etc. Readiness to learn People learn what society expects them to. So that the curriculum is standardized. People learn what they need to know, so that learning programmes organised around life application. Orientation to learning Acquisition of subject matter. Curriculum organized by subjects. Learning experiences should be based around experiences, since people are performance centred in their learning -
Other references
Boud, D. et al (1985) Reflection. Turning experience into learning, London: Kogan Page.
Brookfield, S. D. (1986) Understanding and Facilitating Adult Learning. A comprehensive analysis of principles and effective practice, Milton Keynes: Open University Press.
Cross, K. P. (1981) Adults as Learners. Increasing participation and facilitating learning (1992 edn.), San Francisco: Jossey-Bass.
Dewey, J. (1933) How We Think, New York: D. C. Heath.
Hanson, A. (1996) 'The search for separate theories of adult learning: does anyone really need andragogy?' in Edwards, R., Hanson, A., and Raggatt, P. (eds.) Boundaries of Adult Learning. Adult Learners, Education and Training Vol. 1, London: Routledge.
Humphries, B. (1988) 'Adult learning in social work education: towards liberation or domestication'. Critical Social Policy No. 23 pp.4-21.
Jarvis, P. (1985) The Sociology of Adult and Continuing Education, Beckenham: Croom Helm.
Kidd, J. R. (1978) How Adults Learn (3rd. edn.),Englewood Cliffs, N.J.:Prentice Hall Regents.
Kliebart, H. M. (1987) The Struggle for the American Curriculum 1893-1958, New York : Routledge.
Merriam, S. B. and Caffarella, R. S. (1991)Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass.
Acknowledgement: The picture 'Ari is facilitating' was taken by Shira Golding and is reproduced under a Creative Commons Attribution-Noncommercial 2.0 Generic licence. It can be found on Flickr.com: http://www.flickr.com/photos/boojee/2668136741/.
How to cite this article: Smith, M. K. (1996; 1999) 'Andragogy', the encyclopaedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm. Last update: <!--webbot bot="Timestamp" s-type="EDITED" s-format="%B %d, %Y" startspan -->September 07, 2009<!--webbot bot="Timestamp" i-checksum="38009" endspan -->.
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11 Feb 11
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Eduard Lindeman was the first writer in English to pick up on Rosenstock's use of the term
-
France, Yugoslavia and Holland the term was being used extensively 'to refer to the discipline which studies the adult education process or the science of adult education'
-
andragogy and the name of Malcolm Knowles have become inextricably linked
-
1. Self-concept
-
2. Experience
-
3. Readiness to lear
-
4. Orientation to learning.
-
5. Motivation to learn:
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18 Jan 11
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01 Nov 10
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16 Oct 10
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07 Oct 10
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21 Sep 10
Carla Arena"With these things in mind we can look at the assumptions that Knowles makes about "
andragogy education learning informal pedagogy teaching adult_learners
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04 Aug 10
Lilianne BuckensThis article raises the question if andragogy is really different from pedagogy. It counters the basic assumptions of Malcolm Knowles.
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17 Jul 10
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13 Jul 10
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29 Jun 10
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11 May 10
sterlzswebsite for week 2
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07 May 10
Rebecca HatherleyAndragogy
The notion of andragogy has been around for nearly two centuries. It became particularly popular in North America and Britain as a way of describing adult learning through the work of Malcolm Knowles. But what actually does it mean, and how useful a term is it when thinking about adult learning?"andragogy education MDDE611 adult_education adulteducation pedagogy
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26 Apr 10
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06 Mar 10
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26 Feb 10
Kathleen AckroydA jump off point if you want to know more about Andragogy. Has valuable links and research as well.
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22 Feb 10
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09 Nov 09
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08 Sep 09
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04 Jul 09
Carlton Reeve@ the informal education homepage
education learning theory andragogy pedagogy research adult-education
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22 Mar 09
eedee 2805ANDROGOGY
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08 Feb 09
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07 Jan 09
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17 Sep 08
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16 Jul 08
Barb PerlewitzThe notion of andragogy has been around for nearly two centuries. It became particularly popular in North America and Britain as a way of describing adult learning through the work of Malcolm Knowles.
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14 Jun 08
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08 May 08
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As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
-
'is that point at which he perceives himself to be wholly self-directing. And at that point he also experiences a deep need to be perceived by others as being self-directing' (Knowles 1983:
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As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning
-
Adult education programs, therefore, should be organised around 'life application' categories and sequenced according to learners readiness to learn' (1980: 44)
-
Language like 'life application' categories reeks of skill-based models - where learning is reduced to a series of objectives and steps (a product orientation).
-
We also need to note here the assumption that adults have a greater wish for immediacy of application.
-
As a person matures the motivation to learn is internal (1984: 12)
-
-
26 Mar 08
-
For Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth was added later.
1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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28 Dec 07
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06 Sep 07
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10 Aug 07
Catherine LombardozziInfed's page on andragogy - once inside, also click on "Malcolm Knowles" to read more.
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08 May 07
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Jarvis, P. (1987a) 'Malcolm Knowles' in P. Jarvis (ed.) Twentieth Century Thinkers in Adult Education, London: Croom Helm.
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10 Jun 06
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12 Jun 04
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