Self-Directed Learning and Andragogy Self-Directed Essay

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Section II: Andragogy

Malcolm Knowles describes four assumptions of andragogy

Discuss those four assumptions and the implications for the design, implementation, and evaluation of learning activities with adults.

1st assumption- As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being

There is often a greater need amongst adults to see the relevance of what is learned in the classroom to their 'real life,' and they are also, based upon the confidence given to them by being independent in their jobs and family life, less likely to accept and obey what an instructor says unquestioningly. Teachers must give reasons for why what is learned is important to the student, and give students more freedom and autonomy in assignment design. According to the principles of the educator John Dewey, learning is not merely preparation for life -- learning is life (Connor 2004). Synthesis is a critical aspect of all adult education. Students should be given evaluation assignments that allow them to put what they learn into practice, and the implementation of the curriculum should be founded upon a 'back and forth' dialogue between teachers and learners.

2nd assumption -- An adult accumulates a growing reservoir of experience, which is a rich resource for learning.

Rather than fight against the natural inclination of the adult to use his or her experience to inform the theoretical knowledge of the classroom, a teacher should embrace it. "Experience is the adult learner's living textbook" (Connor 2004). Adult learners should not be discouraged from talking about how their life experiences are reflected in what is discussed in class, and can be given the option for assessment techniques that make use of real-life resources.

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A nutrition class could call upon learners to assess and compare the nutritional ratios of different family member's diets and attempt to create a more balanced meal plan for the family, for example.

3rd assumption - The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.

Adults, regardless of their enthusiasm for the subject, often see their learning in the classroom as an extension of their social role. A nurse or a doctor is learning about how to better perform his or her social role as a healthcare worker; a mother returning to the workforce may see her ability to obtain a new career as critical to her improving the economic fortunes of her family. A teacher must connect the learning experience to the world outside, and bring in his or her own 'real world' examples to the classroom as well as encourage students to share their experiences from their own lives.

4th assumption - There is a change in time perspective as people mature-from future application of knowledge to immediacy of application. Thus, an adult is more problem centered than subject centered in learning (Knowles, 1980, pp.44-45).

An adult does not believe that the future is in the far, far distance like a child or adolescent. Rather, he or she believes the future is now. This sense of urgency of application should be honored, not ignored......

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