Andragogy
IDT100x
Andragogy addresses the learning and practice of designing curriculum for and teaching adults.
Unlike pedagogy, leading child, andragogy, or leading adults, requires providing agency from the very beginning. For Malcolm Knowles, who re-introduced the term in the 80s, adult engagement is central to successful learning strategies. Adults are self-directed and more autonomous relative to kids. They carry with them varied life experiences. Therefore, content that provides contexts or related association from these experiences are key.
Image and background photo by Henry & Co and Ron Lach
Background photo by Yoko Ichikawa, Shibuya, Tokyo
The mature mind as autonomous & self-directed
Alexander Kapp
(1799-1869)
Pioneer of Andragogy
In 1833, Kapp, a German educator, first coined the Greek term, which means leader of men, in contrast to pedagogy, leader of children, used by the Ancient Greeks.
Others leading up to Knowles
1921 Rosenstock, another German educator, used the term to address distinct learning requirements of adults
1926 Eduard Linderman introduced the term to English speakers, referring to lifelong learning in adulthood (Finlay)
Malcolm Knowles
(1913-1997)
Pioneer of Andragogy Principles
American educator who popularized the term, andragogy, to capture how adults learn and acquire knowledge and skills. In 1980–84, Knowles developed 5 assumptions that characterize adult learners.
​
5 Assumptions, 6 Principles
Knowles made 5 assumptions about adult learner characteristics and 4 principles that grew to 6 about adult learning:
Alexander Kapp
& Androgagy
“
Education is the kindling of
a flame, not the filling of a vessel.
– Plato
”
A German gymnasium teacher, Kapp published a book, Platon's Erziehungslehre...(Plato's Educational Theory). Using Plato's writings on education as a basis, he attempted to expand the necessity of education to include adults. Plato believed in individual justice through developing one's ability to the fullest. To Plato, knowledge is required to be just. And justice means excellence, which to Greeks is a virtue (Lee). Along the same vein, Kapp argues for developing inner qualities for the sake of forming one's character, which he regards as a human virtue. He elaborates on these qualities in general and various occupations in a separate section, on andragogy, referring to adult education.​
​
Knowles other predecessors
Despite numerous other predecessors occupying the androgogy landscape, Knowles dominates with other notables existing as mere footnotes to his principles. Here's a run down of those that influenced Knowles on his path:
-
In 1984, Knowles acknowledged Lindeman's 1926 work. The American educator who pioneered learner needs focused education for adults.
-
1966 – Bruner's constructivist theory placed the learner as active co-creator of their own knowledge acquisition. Teachers facilitate this discovery process by translating information into understandable content. (Self-direction)
-
1967 – Carl Rogers's experiential learning theory promoted a mutually respectful, personal relationship between learner and teacher and minimal formal curriculum to allow for self-direction.
-
Maslow's hierarchy of needs – 5 levels form basic physiological, safety, love and belonging, esteem, and self-actualization influenced Knowles in perceiving adults as being higher up in the hierarchy from life's experiences and therefore, more self-directed.
​
Implications for teaching & learning
Though it wasn't a learning theory per se at the time of its introduction, this idea of continuing education into adulthood acknowledges the ongoing process of building one's character into adulthood. Further, education as a form of accessing justice and reflecting on one's character (implied virtue) still persists to today.
​
Adults continue to require education to build character, whether for occupational or personal reasons throughout their lives. As instructional designers and instructors, and fellow adults, we can connect through this fundamental need.
Malcolm Shepherd Knowles
& 5 Assumptions & 6 Principles
“
An essential aspect of maturing is developing the ability to take increasing responsibility for our own lives—to become increasingly self-directed
– Knowles
”
5 Assumptions
-
Self-concept – An adult has matured into becoming a self-directed learner.
-
Adult life experience – Adults carry the burden or reservoir of life's experiences which can be a hindrance or resource for learning.
-
Adult readiness – Adults have more of a social or occupational context for learning and is thus more ready to learn.
-
Immediate application – From the postponed application of learning in youth, adulthood brings with it purpose and immediacy (urgency) of its direct use in real life.
-
Intrinsic motivation – Adults are inherently intrinsically motivated rather than extrinsically, as it is for youth.
Knowles further developed these assumptions into applicable use as
​
6 Principles
-
Need to know – An adult has matured into becoming a self-directed learner and needs to know why a topic is being prioritized for learning
-
Experience – Using a learner's prior experience for learning should form the basis of filling in knowledge gaps; some things may need to be unlearned in the process
-
Self-concept – Adults require more autonomy and input into the program design and learning options given
-
Readiness – Adults require some preparedness for the challenge, which often comes in the form of envisioned goals to achieve.
-
Problem orientation – Adults further require practical applications for learning to develop specific skills, or solve problems with practice, trial and error.
-
Intrinsic motivation – Learning opportunities should connect with learner's purpose to tap into their stronger intrinsic motivation.
​
Implications for teaching & learning
Knowles projects an ideal model of adults as self-directed learners—who come to learning out of diverse life circumstances. They bring their experiences to the table, which contributes or at times hinders learning. Teaching or designing learning experiences thus needs to:
-
reaffirm and acknowledge the value of these experiences
-
provide opportunities for learners to self-reflect and provide their personal learning objectives to verify and help the instructor facilitate learning direction
-
provide course learning objectives, and reasons behind learning to help focus and motivate learner
​
Andragogy principles further reaffirms the social constructivist model of instructor as facilitator. The zone of proximal development would likely be narrowed and customized for social and occupational realities with experiences narrow the learning gap. Bruner's model of a spiraling curriculum further resonates with the experience principle where continuous reintroduction to the same concept acquires another dimension as the adult learner incorporates context/experience into the learning equation for problem solving and learning a skill.​
​
Implications
of Andragogy
for instructional (learning) design:
Andragogy's principles have a direct correlation to online learning principles similar to Keller's ARC's model of motivation, intrinsic motivators, like: attention (interest), relevance, confidence, and satisfaction. Like UX design, andragogical principles are user,
or learner-centered and considers the end user's needs/motivation for learning online content.
​
Works cited
Blondy, L. (2007). Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. Journal of Interactive Online Learning, 6(2), 116-130. https://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf
​
Finlay, Janet, director. YouTube, YouTube, 17 May 2010, https://www.youtube.com/watch?v=vLoPiHUZbEw. Accessed 12 Sept. 2023.
​
Hanssen-Passeri, Catherine. "Instructional Design and Technology: Learning Theories." EdX.Org, 7 Aug. 2023, learning.edx.org/course/course-v1:USMx+LDT100x+2T2023. Accessed 20 Aug. 2023.
​
Lee, Myungjoon. “Plato’s Philosophy of Education: Its Implication for Current Education.” E, epublications.marquette.edu/dissertations/AAI9517932/#:~:text=Plato%20regards%20education%20as%20a,this%20sense%2C%20justice%20means%20excellence. Accessed 12 Sept. 2023.
​
Loeng, Svein. “Alexander Kapp--the First Known User of the Andragogy Concept.” International Journal of Lifelong Education, Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals, 30 Nov. 2016, eric.ed.gov/?id=EJ1169580.
​
Pappas, Christopher. “The Adult Learning Theory - Andragogy - of Malcolm Knowles.” eLearning Industry, 8 Sept. 2023, elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles.
​
​“The ‘Super Six’ Principles of Andragogy: Take Your Program ... - IPDAE.” Institute for the Professional Development of Adult Educators, Institute for the Professional Development of Adult Educators, floridaipdae.org/dfiles/resources/webinars/033022/Webinar_Handbook_033022.pdf. Accessed 16 Sept. 2023.