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Topic: Andragogy

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	Department of Educational Studies Faculty
		Therefore, andragogy appears to rest upon two implicit principles of learning: First, knowledge is assumed to be actively constructed by the learner, not passively received from the environment; and second, learning is an interactive process of interpretation, integration, and transformation of one's experiential world.
		For many, andragogy is a set of procedures and practices that constitute a distinctive form of education, in contrast to pedagogy, and most suited to adults because it acknowledges their needs, experience, and self-directed nature.
		Andragogy is seen to be not so much an explanatory theory about adult learning as a philosophical stance with regard to the purposes of adult education and the relationship of the individual to society.
	www.edst.educ.ubc.ca /faculty/pratt/DPandr25.html (4151 words)

	Andragogy & DE (Site not responding. Last check: 2007-10-23)
		The two dimensions of andragogy as elaborated by Knowles are its assumptions about the characteristics of adulthood and the process elements of adult education that stem from these characteristics.
		Andragogy was the model for the education of adults and pedagogy was appropriate only for the education of children.
		No attempt should be made to apply andragogy "across the board" unless it can be demonstrated that the distance education learners are significantly different from those on-campus in terms of their motivation, and learning styles and unless it is clear that the students prefer this approach.
	www2.cstudies.ubc.ca /~bullen/bullen1.html (3109 words)

	pedtoand
		andragogy is simply another model of assumptions about adult learners to be used alongside the pedagogical model of assumptions, thereby providing two alternative models for testing out the assumptions as to their 'fit' with particular situations.
		Andragogy and the influence of Knowles is described as a strong influence on adult education practice on pages 6-9.
		Andragogy is presented and described in the article an one of several theories that attempts to explain the phenomenon of adult learning.
	home.twcny.rr.com /hiemstra/pedtoand.html (7120 words)

	CETE - About CETE
		However, andragogy is not all about learning—the assumptions demonstrate how the theory lays out a humanist view of learners and their potential for growth, with implications for teaching, social philosophy, and human relationships.
		Andragogy can be considered an approach to the education and development of adults strongly rooted in the disciplinary needs of adult education in the 1960s, but providing little insight into learning other than a set of assumptions about learners.
		Andragogy did contribute to widening interest in adult education during the 1980s, but was weakened by growing recognition of diversity and the need for a multiplicity of practical and theoretical approaches in adult education.
	www.cete.org /acve/docgen.asp?tbl=mr&ID=109 (1857 words)

	Andragogy - Wikipedia, the free encyclopedia
		Andragogy, a term originally used by Alexander Kapp (a German educator) in 1833, was developed into a theory of adult education by the American educator, Malcolm Knowles, (April 24, 1913 -- November 27, 1997).
		Knowles held that andragogy (from the Greek words meaning "adult-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").
		Description of Andragogy from the encylopaedia of informal education and lifelong learning
	en.wikipedia.org /wiki/Andragogy (290 words)

	andragogy @ the informal education homepage
		The term andragogy was originally formulated by a German teacher, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983: v).
		For Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised.
		As we compare Knowles' versions of pedagogy and andragogy what we can see is a mirroring of the difference between what is known as the romantic and the classical curriculum (although this is confused by the introduction of behaviourist elements such as the learning contract).
	www.infed.org /lifelonglearning/b-andra.htm (3028 words)

	[No title]
		Burge (1988) proposed that the implications of andragogy to distance education be examined.
		By the end of the third quarter of the twentieth century, the concept of andragogy (the spelling was changed in 1968 as the result of communication between Knowles and the publishers of Merriam-Webster dictionaries) was firmly a part of adult education vernacular, practice, and policy.
		Further, he indicated that andragogy was “premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which pedagogy is premised” (Knowles 1970, 39).
	www.ed.psu.edu /ACSDE/deos/deosnews/deosnews10_12.asp (3523 words)

	Knowles' andragogy: an angle on adult learning
		Andragogy assumes that the point at which an individual achieves a self-concept of essential self-direction is the point at which he psychologically becomes adult.
		Knowles' formulation of the principles of andragogy may be taken as much as an integration or summation of other learning theorists as in its own right, and therefore represents the assumptions and values underlying much modern adult educational theory.
		Throughout Knowles' discussion is an implicit two-valued opposition of a straw man of pedagogy (which appears to be derived primarily from the educational theories of Thomas Gradgrind) and the panacea of andragogy, although he explicitly denies this.
	www.learningandteaching.info /learning/knowlesa.htm (719 words)

	Journal of Technology Studies: Volume XXVI, Number 2, Summer/Fall 2000 - Geraldine Holmes and Michele Abington-Cooper
		Andragogy was first introduced to the United States in 1927 by Martha Anderson and Eduard Linderman, but they did not attempt to develop the concept (Davenport and Davenport, 1985).
		Andragogy is based on the Greek word aner with the stem andra meaning "man, not boy" or adult, and agogus meaning "leader of." Knowles defined the term as "the art and science of helping adults learn" in an effort to emphasize the differences between the education of adults and children (Davenport, 1987).
		Because andragogy is such a "catchy" word having public relations value for adult education, Davenport (1987) believed it "simply begs for a second look." In his opinion, redefining andragogy could be as simple as returning to and broadening its original definition.
	scholar.lib.vt.edu /ejournals/JOTS/Summer-Fall-2000/holmes.html (3013 words)

	Andragogy and Technology: Integrating Adult Learning Theory As We Teach With Technology
		Malcolm Knowles’ theory of andragogy allows teacher/facilitators to structure lessons which are part of a relevant learning environment for adults students.
		When this theory is integrated into the design of technology-based learning environments it is possible to create lessons that not only serve the needs of students to use the latest technology but also focus on their requirements as an adult.
		Andragogy includes ideas such as an adult’s readiness to learn, the role of the learner’s experiences, the faculty member as a facilitator of learning, an adult’s orientation to learning, and the learner’s self concept.
	www.mtsu.edu /~itconf/proceed00/fidishun.htm (1798 words)

	What is andragogy
		Malcolm Knowles was a pioneer in the field of andragogy and much of his work provides clarification and insight into the nature of this word and its meaning.
		Andragogy is based on four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners.
		To appeal morally-cognitively to adult inmates in at least a somewhat democratic context and in study of their membership in the human community, is to entail the principles of andragogy (the learning of adults, as opposed to pedagogy, the teaching of children), as elaborated by Malcolm Knowles (Knowles, 1970, 1973, 1975, 1986).
	staff.fanshawec.on.ca /TGedies/andragogy.htm (619 words)

	From Andragogy to Heutagogy
		The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children.
		Andragogy, and the principles of adult learning that were derived from it transformed face-to-face teaching and provided a rationale for distance education based on the notion of self-directedness.
		Andragogy, or approaches to teaching adults, quickly became a part of the lexicon of educators, trainers and academics.
	www2.cddc.vt.edu /mirrors/ultibase/dec00/hase2.htm (3482 words)

	Andragogy Homepage for Adult Education Specialists
		Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from ‘adult education practice’ or ‘desirable values’ or ‘specific teaching methods,’ to ‘reflections’ or ‘academic discipline’ and/or ‘opposite to childish pedagogy’, claiming to be ‘something better’ than just ‘Adult Education’.
		‘Andragogy’ nowhere described one specific concept or movement, but was, from 1970 on, connected with the in existence coming academic and professional institutions, publications, programs, triggered by a similar growth of adult education in practice and theory as in the USA.
		Jost Reischmann is Professor of Andragogy at Bamberg University in Germany.
	web.uni-bamberg.de /ppp/andragogik/andragogy (2885 words)

	Take your Workshops to the Next
		Andragogy, the research and practice of adult teaching and learning, was proposed by Malcolm Knowles to provide guidance to teachers/facilitators of adult learning.
		Within Andragogy are guidelines for creating an environment which is more learner-centered and which places emphasis on adult self-direction.
		Andragogy developed out of a realization that there is a difference between the way adults learned as children, and the way they approach learning as adults.
	www.mountainvalleycenter.com /CFAL/adultlearn.htm (883 words)

	Comparing Pedagogy and Andragogy (Site not responding. Last check: 2007-10-23)
		At the other end of the spectrum, andragogy implies that while the teacher may have knowledge and resources that the learner doesn't possess, it is up to the self-directed learner to decide what is worth learning, and then to avail him or herself to what can be known or understood by them, voluntarily.
		Andragogy offers the philosophy and action of reciprocal learning events, where both "teacher" as well as "student" enjoy the exchanging of roles every now and then.
		Andragogy and pedagogy, as words, as definitions, models, and thus as a kinds of theories, are ideas which have been named and given dictionary meanings.
	www.usm.maine.edu /~dlarson/kaminsky2.htm (900 words)

	Beyond Andragogy : Some Explorations for Distance Learning Design
		Andragogy has gained wide publicity in the past 20 years in North America as a concept and as a set of principles for helping the learning processes of adults.
		The Nottingham Andragogy Group (NAG) issued their own definition, assumptions, salient features and stages for establishing an andragogic process that is justified because adults are existentially different from children (N.A.G. Yonge’s contribution to the andragogy- pedagogy debate focussed on the nature of the relationship between teacher and l learner.
		He deals with the andragogy- pedagogy distinction by arguing that it is best based on variations in learner dependency in specific situations, and in the consequent differences in the relationship between learner and teacher.
	cade.athabascau.ca /vol3.1/burge.html (5529 words)

	"Learned" in 60-Seconds: Assessment of Applied Andragogy in Credentialling Institutions
		Andragogy, on the other hand, is based on transactional methodology where the teacher designs and manages “a process for facilitating the acquisition of content by the learners” and serves “as a content resource [who can] provide leads for other content resources.”
		If we dichotomize teaching and learning into pedagogy and andragogy, we find that the main difference between the two models is their theoretical bases: pedagogy is based on transmission theory, and andragogy is based on transaction theory.
		Assessment, in that setting, cannot obviously be done by the teacher who steps outside of the teaching and learning process; instead, it would have to be done by the student and be based on the student’s level of comfort with the degree of his or her own learning.
	www.sebsteph.com /adult/sophe2004.htm (1653 words)

	Malcolm Knowles
		Others analyzed the basis of andragogy as beliefs held concerning the characteristics of adult learners, then charged Knowles with clouding that reality with a rhetorical pretense of technology, scientific principle, and comprehensive theory of adult education.
		I am at the point now of seeing that andragogy is simply another model of assumptions about learners to be used alongside the pedagogical mode of assumptions, thereby providing two alternative models for testing out the assumptions as to their 'fit' with particular situations.
		Andragogy could be seen to fit the old dictum that it is easier if you can get a cow to walk into the barn by itself than to carry it in on your back.
	www.nl.edu /academics/cas/ace/resources/malcolmknowles.cfm (4079 words)

	TIP: Theories
		Andragogy 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.
		In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught.
		Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development).
	tip.psychology.org /knowles.html (329 words)

	andragogy and aural rehabilitation
		Andragogy is a humanistic theoretical framework applied to adult education (Elias, 1980, p.
		Andragogy, on the other hand assumes that an adult is independent, autonomous, responsible, self directed, purposive, performance-centered, oriented to experience and capable of working with ambiguities (McWhinney, 1990, p.
		In andragogy, the individual learner(s) should be allowed to plan their goals and the facilitator should not trespass on these goals.
	www.audiologyonline.com /articles/pf_article_detail.asp?article_id=1445 (3936 words)

	Adult Learning - Ebook (Site not responding. Last check: 2007-10-23)
		Andragogy is the art and science of helping adults learn.
		Malcolm Knowles is the father of andragogy as he proposed five factors involved in adult learning.
		Andragogy is very broad based and the method can be implemented in a variety of educational situations
	www.coe.uga.edu /epltt/AdultEducation.htm (4199 words)

	Andragogy :: Ageless Learner
		Andragogy, initially defined as "the art and science of helping adults learn," has taken on a broader meaning since Knowles' first edition.
		Unfortunately, andragogy usually is cited in education texts as the way adults learn.
		Knowles himself concedes that four of andragogy's five key assumptions apply equally to adults and children.
	agelesslearner.com /intros/andragogy.html (922 words)

	Andragogy (Site not responding. Last check: 2007-10-23)
		Andragogy, the art and science of helping adults learn, postulates that adults are self-directed and internally motivated.
		Therefore, instruction should be meaningful, relevant, and the learner should be an active participant in the educational process.
		Andragogy can be traced as far back as the early 1800's when Alexander Kapp, a German grammar teacher, used it to describe Plato's educational methodology.
	www.tvrc1.com /Andragogy.htm (74 words)

	Dan Pratt: Andragogy - adopting a dominant view
		From 1981-1988 my work explored the application of andragogy, the then dominant view of adult learning and teaching in North America.
		As with most of the work on andragogy, my work during that time was uncritical as I embraced the dominant views of adult education.
		In the latter part of this period, and reaching into the ‘90’s I began to question the assumption of universality that runs through the andragogical discourse.
	www.edst.educ.ubc.ca /faculty/pratt/DPandrag.html (188 words)

	Andragogy versus Pedagogy (Site not responding. Last check: 2007-10-23)
		Andragogy is applying the facts to different situations.
		Knowing that they must make a decision, they use the facts as they know them at the time and extrapolate them to the particular situation that they are faced with.
		Different situations come up every day and it is important that you bring to the table your existing experiences and knowledge and be able to apply these to the current situation.
	www.westchesterventuregrp.com /EntrepreneurForum/AndragogyPedagogy.htm (1586 words)

	Computer literacy in Nigeria
		Research on the effectiveness computer use in adult literacy education programs has yielded similar encouraging results; In the case of the adults, the study showed that the students benefited immensely from the program because, among other variables or factors, they were very much in control of the pace and sequencing of the learning process.
		Unlike the traditional pedagogy, premised on the obsolete and rigid canons of formal education, andragogy is democratic in the sense that the learner is seen as an active participant in the whole learning process.
		Also, in andragogy, the learning of an adult is largely determined by his or her life context, that is, time, place, daily life, occupational, social, and family factors.
	www2.ncsu.edu /ncsu/aern/andralog.htm (1964 words)

	Discover the Wisdom of Mankind on andragogy
		Note: If you have a question about andragogy this is a great place to ask it.
		In general this subject is like a general andragogy forum or andragogy message board.
		Andragogy is a theory of adult education proposed by the American educator Malcolm Knowles (April 24, 1913 -- November 27, 1997).
	www.blinkbits.com /blinks/andragogy (577 words)

	Whole Language and Adult Education
		Andragogy, "the learning of adults," is a specific theory of adult education, conceived more or less in contradistinction to pedagogy, "the teaching of children." When one juxtaposes these two universes of educational discourse, however, one finds that the commonplaces of WL and of andragogy as theories of instruction are similar, if not identical.
		Assessment in the WL classroom takes place collaboratively and individually as students evaluate themselves and others, guided by, and in communication with, their instructor, for the purpose of adding to the learning experience and growing (as opposed to supplying authorities and other stakeholders with statistics).
		Andragogy as a theory of adult education is represented in numerous entries in the ERIC database; it is most often associated with the name Malcolm Knowles, who did not invent the term but did bring it into currency
	www.indiana.edu /~reading/ieo/digests/d125.html (1457 words)

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