Andragogy 

refers to methods and principles used in adult education.[1][2] The

word comes from the Greek ἀνδρ- (andr-), meaning "man", and ἀγωγός
(agogos), meaning "leader of". Therefore, andragogy literally means "leading
man"

Background on the Concept and the Educator

. Alexander Kapp, a German teacher, used the term andragogy to support his explanations of
Plato’s Theory of Education.. Eduard Lindeman and Eugen Rosenstock-Huessy, educators from
the United States, revived the term when they used it in reference to adult education. They used
the concept of andragogy to describe their philosophy and teaching methods specific to adults.

However, it is Malcolm Knowles (1913-1997) who is credited for the popularity of the term
andragogy as we know it. An educator in the central 20th century, he focused on the science
behind adult education in the United States.

“andragogy” is the art

and science of helping adults to learn.
Knowles recognized the distinction between formal and informal educational settings and the
benefits of learning in each. He felt that formal settings, which included educational programs
and institutions, were best for learning new, intensive material. Informal settings, including
community centers, workplaces, and houses of worship were best for the application of practical
skills and development of interests

Knowles’ 5 Assumptions Of Adult Learners

1. Self-Concept
As a person matures his/her self concept moves from one of being a dependent
personality toward one of being a self-directed human being.
a. ➢The learner is self-directed
b. ➢ The learner is responsible for his/her own learning
c. ➢ Self-evaluation is characteristic of this approach

2. Role of the Learner’s Experience

a. ➢The learner brings a greater volume and quality of experience
b. ➢Adults are a rich resource for one another
c. ➢Different experiences assure diversity in groups of adults
d. ➢Experience becomes the source of self-identify

3. Readiness to Learn
 a. ➢Any change is likely to trigger a readiness to learn
b. ➢The need to know in order to perform more effectively in some aspect of one’s
life is Important
c. ➢Ability to assess gaps between where one is now and where one wants and
needs to be

4. Orientation to Learning
As a person matures his/her time perspective changes from one of postponed
application of knowledge to immediacy of application
a. ➢Learners want to perform a task, solve a problem, live in a more satisfying way
b. ➢Learning must have relevance to real-life tasks
c. ➢Learning is organized around life/work situations rather than subject matter
units

5. Motivation for Learning

a. ➢Internal motivators: self esteem, recognition, better quality of life, self
confidence, self-actualization

Knowles’ 4 Principles Of Andragogy In 1984,  Knowles  suggested  4

principles  that are applied to  adult learning:

1. Adults need to be involved in the planning and evaluation of their

instruction.
2. Experience (including mistakes) provides the basis for the learning
activities.
3. Adults are most interested in learning subjects that have
immediate relevance and impact to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented.
(Kearsley, 2010)

Knowles had 6 suggestions on how to do so:

1.Promote a positive classroom climate centered around cooperative

learning;
2.Research the interests and the needs of each adult learner;
 3.Create learning goals based on the interests and needs outlined above;
4.Build on each subsequent activity to achieve the learning objectives;
5.Co-create strategies, resources, and methods for instruction;
6. Review each activity and make modifications where necessary, while
continually evaluating the next steps for learning .

Desired 7 Outcomes of Adult Learning

1. Self-knowledge. Knowing their “needs, motivations, interests, capacities, and goals”
allows adults to better understand themselves, which leads to personal growth, self-
knowledge, and self-respect.
2. Global citizenship. Ideally, adults should learn to differentiate between people and
ideas and learn to respect others while allowing for mutual disagreement. Ultimately, the
goal is to promote acceptance, show empathy, and help others in need.
3. Positive attitude. Being open and accepting changes develops resilience in adults,
which allows them to see each moment as a learning opportunity.
4. Seeking truth. Often people react to the outcome, or symptom, of a situation. Mature
adults seek to understand the root of the behavior and, therefore, find a solution that
addresses the cause of the behavior.
5. Personality. Everyone has strengths and weaknesses, and adults should capitalize on
their strengths by learning skills that support their role. Education can offer many avenues
that support each individual to their fullest potential in society.
6. Essential values. Adults should not only respect the common values of the society in
which they live but understand that they are binding. Shared ideas and traditions are a key
component of “the heritage of knowledge” and are collectively valued by each community.
7. Social order. Not only is it important to understand the rules and values of the society in
which we live, but adults must also contribute as productive citizens. Demonstrating
intelligence and being able to mobilize social change show that you are an effective
contributor to that society.