From Kimeiko Hotta Dover,
Your Guide to Continuing Education.
FREE Newsletter. Sign Up Now!

Why is Malcolm Knowles one of the most frequently cited theorists in adult education, and why is he frequently referred to as "the Father of Adult Learning?"

Knowles popularized the concept of "andragogy", although he was not the first to use the term.  Andragogy first appeared in the writing of a German teacher named Alexander Kapp, in 1833. Commenting on Plato's education theory, Kapp contrasted andragogy (andr- meaning 'man') with pedagogy (paid- meaning 'child' and agogos meaning 'leading').

The term did not take popular hold and fell into disuse until a century later, when Lindeman applied the term in English. This led to a gradual recognition of andragogy in France, Yugoslavia and Holland. Knowles apparently heard of the term from a Yugoslavian colleague, Dusan Savicevic.

In The Modern Practice of Adult Education (1970), Knowles defined andragogy as "an emerging technology for adult learning." His four andragogical assumptions are that adults:

1) move from dependency to self-directedness;
2) draw upon their reservoir of experience for learning;
3) are ready to learn when they assume new roles; and
4) want to solve problems and apply new knowledge immediately.

Accordingly, Knowles suggested that adult educators should:

* set a cooperative learning climate
* create mechanisms for mutual planning
* arrange for a diagnosis of learner needs and interests
* enable the formulation of learning objectives based on the diagnosed needs and interests
* design sequential activities for achieving the objectives
* execute the design by selecting methods, materials, and resources; and
* evaluate the quality of the learning experience while rediagnosing needs for further learning

Initially defined as, "the art and science of helping adults learn," andragogy has come to be understood as an alternative to pedagogy; a learner-focused approach for people of all ages.

Professional Resume:

HRD Hall of Fame - recognized for contributions to self-directed learning and "learning contracts", 1985
North Carolina State University, 1974 - 1978
Boston University, Professor of Adult Education, 1960 - 1974
University of Chicago, Ph.D. Adult Education, 1960
Executive Director, Adult Education Association, 1951 - 1959
Director of Adult Education, Y.M.C.A, 1935 - 1951
Harvard University, B.A., 1934

Selected Publications:

The Adult Learner: A Neglected Species

History of the Adult Education Movement in the United States

Quote:

Knowles outlines the needs and goals of individuals: the prevention of obsolescence, the achievement of self-identity through the development of full potentialities, and the need to mature. Prevention to obsolescence opposes, "the doctrine that learning is primarily a function of youth."

"...the rapidly accelerating pace of change in our society has proved this doctrine to be no longer valued. Facts learned in youth have become insufficient and in many instances actually untrue; and skills learned in youth have become outmoded by new technologies."

Source: The Modern Practice of Adult Education: From Pedagogy to Andragogy