Pedagogy and andragogy
Knowles defined andragogy as the art and science of helping adults learn. He first set it against pedagogy, then recast the two as a continuum chosen by situation.
Six assumptions
- Self-concept: from dependence toward self-direction.
- Experience: a rich resource, favouring discussion, cases and simulation.
- Readiness: tied to developmental tasks of social roles.
- Orientation: problem- or task-centred, seeking immediate application.
- Motivation: internal motivators outweigh external ones.
- Need to know: adults want to know why before learning (added 1984).
Design
Mutual respect, learner participation in diagnosing needs and setting goals, learning contracts and self-evaluation. Tough's work on adults' learning projects broadened self-directed learning within lifelong education.
Transformative learning and critique
Mezirow described how disorienting dilemmas and critical reflection transform meaning perspectives. Critics such as Merriam note the limited empirical base of andragogy and its neglect of culture, class and social context.
References
- Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy (Rev. ed.). Cambridge Books.
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner (8th ed.). Routledge.
- Tough, A. (1971). The Adult's Learning Projects. Ontario Institute for Studies in Education.
- Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
- Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-14.