Child learning is built on the concept that children need to be fully guided on what they need to learn, how they will learn it and when it will be learned. “Pedagogy is the art and science of teaching children” (Knowles, 1984, p. 13). This type of learning promotes dependency of the learners on the educator or instructor. The counterpart of pedagogy is “Andragogy” which is “the art and science of helping adults learn” (Knowles, 1984, p. 13). It is assumed that adults have capabilities to take responsibility for learning so that there is more independence from the educator or instructor.
Basing Andragogy on six assumptions about the adult learner, Knowles distinguished andragogy from other areas of education, especially pedagogy. Although Knowles’ assumptions sparked controversy from other learning theorists such as Davenport and Davenport, Hartree, Grace, Sandlin, Alfred, Lee, St. Clair, and Rachel, Malcolm Knowles is known as the “Father of Andragogy”, and is considered a major thinker of andragogy.
Curricula for child learning are very much controlled. They are age specific so that children depend much on what the teacher will teach. It is expected that the teacher will provide all the answers. For adult learners, teachers do not have much control of the curriculum and they are not expected to provide answers but only to guide the adults to find the answers. It is expected that adults have fundamental knowledge and experience so that their kind of learning is more self-directed.
Children are more subject-centered while adults are more performance-centered
When children learn, they are guided by role models and substitute knowledge and experiences of others. Teachers tell them when situations are worth following and when situations are to be avoided. Adults learn by performing in their own environment and problem situations. Children’s learning is enhanced by rewards and punishments. To recognize their acquired learning and also to encourage them to learn more, they are provided with rewards like high grades and verbal praise. Adults are more goal-oriented. Their readiness allows them to immediately apply their learning to achieve their goals.
Speck (1996) notes that the following important points of adult learning theory should be considered when professional development activities are designed for educators:
- “Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the ‘real world’ is important and relevant to the adult learner’s personal and professional needs.
- Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.
- Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.
- Adult learners need direct, concrete experiences in which they apply the learning in real work.
- Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.
- Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.
- Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.
- Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.
- Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained.” (pp. 36-37)
References
Knowles, M. & Associates. (1984). Andragogy in action. Applying modern principles of adult education. San Francisco: Jossey Bass
Speck, M. (1996). Adult learning theory. Retrieved on April 4, 2011 from www.ncrel.org/sdrs/areas/issues/methods/technlgy/te10lk12.htm
By Shirley J. Caruso, M.A., Human Resource Development
Since adults learn in a more self-directed manner, this would explain why adults are more resistant to learning from others. This consideration needs to be taken into account when teaching adults new things in the work place.
This article is right on with how adults learn. With each bullet point I am nodding my head in agreement. The adult learner is much more complicated than a child. The complexity and defense they put out is far more challenging. Therefore, every approach taken to develop an adult has to be thoroughly thought out and executed.
It is true that adults learn in a different way than children. According to Malcolm Knowles adult learners are autonomous and self-directed, goal-oriented, relevancy-oriented, practical, need to be shown respect, and have their previous knowledge and life experiences. Educators should always take into consederations those characteristics of adult learners when conducting a learning session. The educator should encourage the learner to share personal examples and ask questions whenever clarification is needed.
I agree that adults learn differently than childern and that we value our knowledge in performance more so than subject. Ultimately, when we learn new information we want to be able to relate it to our everyday work experience. I think is it very important for an educator to understand that the adult learners relate new knowledge and experience to previous experiences. By taking this information into consideration, I agree that the adult learning process becomes much more successful.
– – When an adult sees that the information that they are trying to learn is applicable to a real life situation, it definitely motivates the adult in most cases to take it upon themselves to facilitate and complete the learning process. Speck’s points are very important for any program designer to consider, since adults do come from all different backgrounds with different levels of knowledge and experiences, and most definitely are driven when the information seems that it will be relevant to them in a real life situation.
It is definitely easy to agree that adult learners not only learn differently than children but are also more judgemental to learning. Adults have more “life” experience and that sole reason requires structure, self-direction, relevance and group activities to enhance learning in adults.
I agree that adults learners differ from children in that as adults we have life experiences and require less interaction with our instructors. We are more goal-oriented and want to know how things are revelant to our everyday lives. Also most adults are resistance to being told what to do instead of how to do something.
It is true that children and adults learn in different ways. Children do need someone for them to guide them and help them with their work. Children are also just learning new things in each grade they pass. Adult learners have to learn from their experience which is self directed. Adults acquire their skills by performing in their own surroundings and in problem solving situations.
It’s very interesting to learn “how we learn” and the differences between how adults and children learn. Adults need to know “why” they’re learning something and they have to want to learn in order for the learning to be effective. Adults build on prior knowledge and experiences and it’s self-directed. For children, it’s expected or required that they go to school and learn.
I agree because as an adult I do learn different from my 13 year old son because when I’m helping him with homework and if i tell him the answer is wrong he sometime gets upset as if I don’t know what I’m talking about. Adult learners need to feel that they have some control in the process of learning.
I agree with the fact that children learn differently when compared to adults. Adults are mostly self oriented, learn from their own experinces, and they prefer more doing by themselves rather than being told. The adults are more self directed when compared to chilren. Adults usually are individuals who take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes.