Adult Learning - Research Paper Example

Running Head: ADULT LEARNING Adult Learning: The Concept of Andragogy Name Class Date Adult Learning: The Concept of Andragogy Introduction One of the aspects of learning that is recognized by educators is that children learn at different rates according to their age and that adults learn differently than children. Malcolm Knowles defined four assumptions that were increased to six assumptions about the motivations that adults require to learn. The revolution of seeing that adults learn differently than children provided context for looking at the motivation for adult learning. Just as importantly, defining what makes an individual an adult has meaning when determining how they will perform when trying to learn. The seven steps to creating a learning planning for adults is called the progress model which means that solving problems is the focus of how learning is accomplished. The following paper will examine the assumptions that define andragogy and the meaning behind them as they support adult learning and the differences between adult and child level learning capacities. Andragogy The origins of andragogy can be traced back to a German educator in 1833 who used the term to define adult education from child education. Alexander Kapp created the term which specifically means man-leading, which is in contrast to the term pedagogy which means child-leading. In the 20th century American education theorists defined three different types of adult learning. The first is andragogy, the second is self directed learning, with the third being transformative. Andragogy is used as a description of adult learning as a concept in which the learner is motivated by a series of assumptions that end with the learner developing solution to problems in order to learn in the context that an adult learns best (Melik & Melik, 2010, p. 108). Defining andragogy is a bit difficult as it has been presented through a variety of different ideas and is therefore not quite a firm theory through which to filter ideas. Andragogy was originally presented with three assumptions. Some criticisms of the ideas behind andragogy is that it is focused on the individual and not a critical evaluation of the social perspective on adult learning. The concept of andragogy has been correctly criticized for not informing the social perspective, but Knowles suggests that it does not have to promote the social perspective in order to have value in developing a structure of ideas about adult learning. One of the main proponents of andragogy as a theory of learning for adults is Malcolm Knowles. Knowles introduced the idea in the 1970s in response to the fact that most theory on learning was focused on children (Utley, 2011, p. 32). He broke down the assumptions about the motivation for adult learning it six basic concepts. The following is a list of those concepts: 1. Adults need to know the reason for learning something (Need to Know) 2. Experience (including error) provides the basis for learning activities (Foundation). 3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). 5. Adult learning is problem-centered rather than content-oriented (Orientation). 6. Adults respond better to internal versus external motivators (Motivation) (Pierson, 2011, p. 182). These six principles outline the motivations that adults need in order to create a meaningful learning experience. The development of andragogy was through recognition that adults learn very differently than children. This type of learning is problem solving oriented rather than based upon the idea of content based learning as is more often the situation with children. Andragogy begins with the notion that adulthood comes through a psychosocial perspective rather than through “a specific biological, social, legal, or chronological age group (Utley, 2011, p. 32). The concept of andragogy was revolutionary, changing the way in which learning was perceived by the educational community. The adjoining theory about adulthood, that it is a state of achievement where an individual has gone through a process where he or she has accepted various roles and responsibilities provided for the idea that the individual becomes self-directed and then learns through the concept of motivation and through problem solving. In order to achieve adulthood, Knowles lists a number of factors that describe the state of being an adult. The idea of adulthood is broken down by Knowles by a number of concepts: 1. Biological adulthood is the ability to reproduce. 2. Legal adulthood is defined by the law. 3. Social adulthood is the stage at which adult roles are performed. 4. Psychological adulthood is when self-direction is assumed (Quinn, 2000, p. 57). In order to define adult learning, the adult must be defined. There are a variety of concepts about adulthood, but these four paradigms provide a structure through which the definition can be evaluated. For learning purposes, however, it is the psychological adulthood that is most relevant. In Practice Andragogy is a way of describing adult learning. Teachers of history such as Aristotle and Socrates were teaching adults, thus they used the concepts of motivation and the assumptions made by Knowles in order to define their practices. The idea of looking for solutions rather than detailing concepts means that an adult must be taught through presenting a problem and then providing for the way in which the solution to the problem can be found. Philosophy, as an example, can be taught according to what is known, or it can be taught to an adult who is given critical methods of thinking in order to draw conclusions. In developing a learning environment for adults, there are a few concepts that should be considered. Knowles defines a process through which adult learning can be achieved. He calls adult learning as ‘human resources development’. This is a phrase through which continued education can be evaluated. There is a process that includes seven steps that Knowles believes are necessary for adult learning the ‘andragogical model’ or the ‘process model’ is different than the ‘content model’ that is used for children. When beginning a program for teaching adults, the first step is to establish a climate conducive to learning (Quinn, 2000, p. 58). A collaborative effort for the second process would be creating a mechanism for mutual planning. Through a collaborative effort, the process of planning for adult education is a cardinal principle of the process model. Another essential activity in creating adult learning programs is in diagnosing the needs for learning. A very good example of this is ESL programs where English is taught to adult learner so they can assimilate into society. Where cultural traditions, such as the separation of genders in public, affect the learning process, planning can provide for the best possible outcome (Quinn, 2000, p. 58) Formulating program objectives allows for the development of clear objectives so that the program can be defined and focused. The development of a design for the program comes after the objectives have been clarified. Designing the program requires putting the elements into a format through which adult learning can take place. The development of a plan is how the objectives are proven to be used. The plan is how the design, the objectives and all of the elements come together to create the progress model. The use of quaintitative and qualitative evaluation allows the educator to ensure that they have put a plan together that can be effectively used for future educational situations (Quinn, 2000, p. 58). Using the seven steps of the progressive model provides the educator with a structure through which to develop their lesson plans, focusing in on the needs of the adult learners who will be attending the educational opportunity. Supporting the concept of learning that is different than that of children will create a program that defines the needs of adults and supply a quality learning experience when adults choose to go back to work. As this issue begins to emerge more and more as a result of the changes in industry and economic stability in the United States, the issue of differentiating learning for adults will continue to be more and more relevant. Strengths and Weaknesses The strength of the concept is that it defines the differences between child learning processes and adult learning processes. The criticism that it is too vague in its structure is valid. It is clear about what is assumed and the process model has a defined progression through developing a program, but it is a bit vague in providing an understanding of how to approach teaching adults where the theory is concerned. Although it seems to have some structure, the theory could use some refinement as it is used to create meaningful learning experiences for adults. While the idea of problem solving a means to learning seems valid, how to create programs that reflect that concept should have more clearly defined parameters on how to use it as a method. The concept that adults need to have a differentiated method of learning is valid and specific. That specificity is vital in creating the differences in programs between children and adult learning environments. Primarily, the concept creates that definition so that educators are aware that the difference between teaching a child and an adult is significant. Learning for adults provides experiences in creating conclusions from the material that is presented. Adults in all facets of their experience do better when they come to their own conclusions. Andragogy concepts provide information on how this is relevant to the learning process. Final Reflection There is no doubt that the study of adult learning is important, especially in a world in which returning to school later in life is a common occurrence. If school design is not appropriate to adult learners, their abilities to succeed will be inhibited. Adult learners who have returned to school must re-adapt to the learning atmosphere. The seven step process model allows for a good structure through which to develop learning curriculums. In coming to a realization that a program must be specifically designed for its students, the andragogy theories on adult education and the assumptions that have been made about the motivations required to support adult learning provide a beginning on how to create a program. An educator must take this into consideration whenever they are faced with approaching adults in order to teach to them. Adults have different ways of absorbing information, children completely submitting to the process so that they soak up the content, while adults having the capacity to question what they learn which will create some resistance to merely being told about the content of a learning program. In evaluating the ideas that Knowles has presented, it is clear that the structure of learning programs must be defined by the motivations that he has presented. More information would be welcomed in understanding how to approach adult learners as they enter into the educational process once again. Additionally, this idea can be seen for the college atmosphere, with the caution that because of the different points at which adulthood is reached, according to Knowles, it is important to recognize that various styles of giving information in a learning experience may be necessary to be effective. Resources Knowles, M. S. S., Holton, E F., & Swanson, R. A. (2012). The adult leaner. San Diego CA: Elsevier. Melick, R. R., & Melick, S. (2010). Teaching that transforms: Facilitating life change through adult Bible teaching. Nashville, Tenn: B&H Academic. Pierson, M. R. (2011). Creating Community: The Art of Empowerment in Community Association Living. Bloomington, IN: Authorhouse. Quinn, F. M. (2000). The principles and practice of nurse education. Cheltenham, U.K: Stanley Thornes. Utley, R. A. (2011). Theory and research for academic nurse educators: Application to practice. Sudbury, Mass: Jones and Bartlett Publishers. Read More