Malcolm Knowles and Andragogy: Adult Learning Theory Explained

Introduction: Knowles and the Rise of Adult Learning Theory

In discussing the strategies outlined in several of Malcolm Knowles' books, one can clearly recognize adult learning theory as separate from traditional theories of education. In his book Andragogy in Action, Knowles accurately predicted that by the end of the twentieth century, education would become almost mobile, as adults require educational resources that do not uniformly take place in buildings and on campuses, but in places, at times, and at paces convenient to them. With the onset of the internet and the widespread use of personal computers, education can be delivered electronically to accommodate lifestyle choices associated with child-rearing and the demands of full- or part-time employment.

Knowles believed that the greatest challenge was maintaining "the human touch as we learn to use the media in new ways." His findings resulted in the development of a self-directed, "andragogical model" of learning based on the ideal of community learning centers — a new kind of educational facility where lifelong learning is emphasized. Following his retirement as Professor Emeritus of Adult and Community College Education in 1979, Knowles consulted businesses and industries, government agencies, educational institutions, religious institutions, and volunteer groups on a global basis. His work has been implemented extensively in organizational training programs where "soft skill" sets are important in developing strong leadership in management.

Core Principles of Andragogy

By 1960, Knowles had established a graduate program in adult education at Boston University, where for fourteen years he applied his principles through case studies, role playing, simulations, and self-evaluation to establish a modern practice for adult education. He compiled much of what developed there in his book The Modern Practice of Adult Education: Andragogy Versus Pedagogy. For example, applying this theory to personal computer training, he proposed the need to explain why specific things are being taught, arguing that emphasizing common tasks was more helpful than rote memorization. In addition, instruction should take into account the varying backgrounds of learners, with educational resources tailored to different levels of experience.

Through illustrating his theory, Knowles developed a specific framework of education for adult students. With an emphasis on self-awareness and personal responsibility for one's own decisions, adult learning programs must accommodate this fundamental aspect. Andragogy, as opposed to pedagogy, makes the following assumptions about the design of learning: (1) adults need to know why they need to learn something; (2) adults need to learn experientially; (3) adults approach learning as problem-solving; and (4) adults learn best when the topic is of immediate value. With these principles in mind, adult learning should focus on the process rather than the content, in order to instill values of personal responsibility and results-based incentives. This framework is well established as an accurate reflection of the need for — and usefulness of — creating learning materials that emphasize the principles listed above.

The Self-Directed Learner

Knowles believed that adults are self-directed and that learners should therefore work independently, with the instructor serving primarily as a facilitator or resource rather than a lecturer or grader. The learner must play an active role in the planning and evaluation of their own instruction, as experience — including mistakes — is the best teacher, particularly when those experiences emphasize problem-solving in their respective jobs or personal lives.

Conclusion: Toward a Learning Society

Through the use of electronic databases, learning specialists would assess skills alongside educational diagnosticians and planning consultants, linking citizens of all ages to appropriate learning resources and providing the support necessary for lifelong learning. Knowles' passion for this vision is unmistakable, and it is continually striking that he traced the structural basis for his community learning centers back to a recurring dream. He appears modest in temperament, yet his desire to extend the education process beyond early adulthood while providing what he called "a transformative model of education for the future — a conceptualization of a community as a system of learning resources; truly, a learning community in which continuing learning throughout life is a basic organizing principle for the whole enterprise" is genuinely ambitious.