CAROL DONLONEDAE 668

COLORADO STATE UNIVERSITY

SEPTEMBER 20 , 2012

Portrait ofMalcolm Shepherd Knowles

(1913-1997)

My interest in Malcolm Knowles

I selected Knowles for this portrait assignment for the following reasons:

- Like myself, his career started with educating young adults. Although this was not his original plan (nor was it mine), it set him on a path to find new techniques to educate differently from his traditional educational experiences.

- It was my own search for alternatives to effectively teach young adults that I enrolled in an Adult Education program and was introduced to Knowles and his theories. I have used his methods and guidelines ever since and have found it to be effective in helping adults learn.

Malcolm Shepherd Knowles (1913-1997)

Theorist

Adult Educator

Humanist

Promoter of Adult Education & Self-directed Learning

User of Learning Contracts

The Father of Andragogy

Influenced by:

Eduard Lindeman

Carl Rogers

Abraham Maslow

Knowle’s Mother, Father and Scouting experiences

The Life of Malcolm Knowles

1913 - born in Livingston, Montana

1930 - 1934 attended Harvard, met Hulda and joined a university organization dedicated to social work

1934 – graduated from Harvard

1935 – Married Hulda, joined (NYA) National Youth Administration (Massachusetts), setting up courses to teach skills employers need to youth. NYA Supervisor of Training, Eduard Lindeman, mentors and inspires Knowles

1940 - Became Director of Adult Education for the Boston YMCA

Knowles credits the YMCA as providing a laboratory

“for testing out ideas that had been generating from my reading and my experience…many of the ideas that later evolved as part of a comprehensive theory of adult learning had their genesis in that little laboratory” (Carlson, 1989, p. 115).

Knowle’s Life Continued

1949 – MA (Adult Ed) University of Chicago. Thesis becomes part of first book in 1950 – Informal Adult Education

1959- associate professor of Adult Ed at Boston University1960 - PhD. Began putting together works related to adult

education movement1967 - meets Yugoslavian Adult Educator Dusan Savicevic

who introduces the term Andragogy1970 – produced text - The Modern Practice of Adult

Education: Andragogy Versus Pedagogy and 1973, The Adult Learner

1974 – Joins North Carolina State University developing courses using andragogy model

Life Continued

1975 - Published Self Directed Learning1979 - RetiredContinued to consult, speak and conduct

workshops related to adult learning1997- Died of a stroke on Thanksgiving at his

home in Arkansas

Wrote over 230 articles related to andragogy

Theory that Knowles is Most Known For:

Andragogy “The art and science of helping adults

learn”

( Knowles, 1980, p. 43)

“A Process model in contrast to the content models” (Knowles, Holton, Swanson, 2011, p. 114).

Knowles used andragogy to show how adults learn differently than children (pedagogy)

Andragogy

“Andragogy as a system of ideas, concepts, and approaches to adult learning was introduced to adult educators in the United States by Malcolm Knowles” (Hiemstra, 1990, p. 1)

Alexander Kapp, a German teacher, created the term and Knowles was introduced to it by Yugoslavian adult educator, Ducan Savicevic

Knowles used the term as “both label and package for his product, self-directed learning” (Carlson, 1989, p. 113).

“Andragogy tells us more about the characteristics of adult learners than about the nature of learning itself”

( Merriam, Caffarella & Baumgartner, 2007, p. 79).

Andrag0gy - 4 Assumptions about adult learners initially made by Knowles

1) Self-concept moves from dependence to self-direction

2) Experience becomes a resource for learning

3) Need to learn based on social roles

4) Orientation to learn becomes problem-centered rather than subject centered and one of immediate application rather than future application

2 Additional Assumptions later added by Knowles

5) Motivation to learn becomes internal as opposed to external

6) Need to see value in what they are learning, why they need to learn

Comparison of Assumptions between Pedagogy and Andragogy

Element Pedagogy Andragogy

Concept of the learner Dependent Increasing self-directedness

Role of learners’ experience

Experience learners bring is of little worth.

Experience is a rich resource for learning.

Readiness to learn Learners are ready to learn what society says they should.

Learners are ready to learn when they experience a need in order to deal with problems and situations.

Orientation to learning

Subject matter content to be used at a later time.

Apply skills and knowledge to current life / immediate.

Adapted from (Knowles,

1980).

Process Elements of Andragogy compared to Pedagogy

Element Pedagogical Approach

Andragogical Approach

Climate Authority oriented / Formal

Relaxed, collaborative, respectful, informal

Planning Teacher driven Mutual planning by learner and facilitator

Needs Diagnosis By teacher By mutual assessment

Objectives Set by teacher Mutual negotiation

Learning plan design Subject / content driven

Problem units sequenced by readiness

Learning techniques Transmittal Experiential / inquiry

Evaluation Teacher Mutual re-diagnosis of needs and measurement of program

Adapted from Knowles

(1992) & Knowles (1995)

as cited in Knowles, Holton & Swanson (2011)

Self-directed Learning Learning Contracts

“… learners have the primary responsibility for planning, carrying out and evaluating their own learning experiences”

(Merriam & Caffarella, 1991, as cited in Smith, 1996, p. 2)

“Contract learning is, in essence, an alternative way of structuring a learning experience: It replaces a content plan with a process plan."

(Knowles, 1986 as cited in Codde, 1996, 2006, p. 1).

Knowles is also known for:

What isSelf- directed learning?

Knowles describes it as a process:

in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning

strategies, and evaluating outcomes. (Knowles, 1975, as cited in Smith,

1996, p. 3).

Self-directed Learning5 Step Model

Self-directed learning involves:

1) Diagnosing learning needs2) Formulating learning needs3) Identifying human material resources for

learning4) Choosing and implementing appropriate

learning strategies5) Evaluating learning outcomes (Smith, 2002, p. 9-

10).

Why self-directed learning?

“They enter into learning more purposefully

and with great motivation. They also tend to

retain and make use of what they learn better

and longer than do the reactive learners” (Knowles, 1975, as cited in Smith 2002, p.9).

What areLearning Contracts?

“An agreement between a student and institution or faculty member to acquire knowledge systematically either in the classroom or independently” (Codde, 2006, p. 2)

“The learning contract specifies what is to be learned, how it is to be learned and how learning will be verified” (Fox, 1983 as cited in Codde, 2006).

Learning Contracts Include:

1) Learning objectives – skills, knowledge, attitude, values

2) Resources and strategies to achieve objectives

3) When they will be accomplished

4) Evidence showing objectives are achieved

5) How it will be evaluated

Source used – Codde (2006)

Why use learning contracts?

Solve problem of dealing with large differences within groups

It is an active process promoting independence and responsibility for learning

In line with andragogical model

Learn more when taking initiative (Codde, 2006)

How to develop a learning contract.

1) Diagnose needs2) Specify learning objectives3) Specify learning resources and strategies4) Specify evidence of accomplishment5) Specify how the evidence will be evaluated6) Review your contract (with resource people)

7) Carry out the contract8) Evaluate your learning (Knowles, Holton & Swanson, 2011: 272-277)

Criticisms Of Knowles and His Theories

Criticisms are many regarding:

- Andragogy definition, being one of helping adults learn rather than other definitions such as “leader of adults” (Davenport, 1987, p.17).

- Initially introduced andragogy as a dichotomy - andragogy vs. pedagogy

- That andragogy is not a theory at all but rather best practices

- That his ideas restate Lindeman’s

- His assumptions are optimistic

Despite criticisms, Knowles had a major impact on the field of adult education through his contributions.

Quotes on the Contributions ofMalcolm Knowles

“He did put the word ‘andragogy’ the art and science of helping adults learn, into the training vernacular”

(Bell 1989, p. 1)

“His impact in the field comes through his prolific and provocative writings as well as through those who have studied under Malcolm” (Bell 1989, p. 1)

“Great ability to popularize andragogy as a legitimate theory, model, or method in adult education” (Davenport & Davenport, 1985, p. 5)

“He seized upon a catchy term, made it a household word in adult education circles, and brought both andragogy and adult education to the attention of many disciplines” (Davenport & Davenport, 1985, p. 5)

Books by Knowles

Wrote 18 books including:1950 – Informal Adult Education: a guide for

administrators, leaders, and teachers1955 – How to develop better leaders1959 - Introduction to group dynamics1973 – The adult learner: A neglected species1975 – Self-directed learning: A guide for

learners and teachers.1977 – The Adult Education Movement in the

United States

Books by Knowles

1980 – The modern practice of adult education: From pedagogy to andragogy

1984 – Andragogy in action: Applying modern principles of adult education.

1986 – Using learning contracts1989 – The making of an adult educator2005 – The adult learner: The definitive

classic in adult education and human resource development

Who was Malcolm Knowles?

“A Learner- perpetually reflecting, rethinking, and renewing…

in a word, growing…The consummate mentor –

one passionately interested and involved inhelping others to grow” (Bell, 1989, p. 1).

The father of Andragogy.

Sources Used

Bell, C. (1989). Malcolm. Training & Development Journal. Retrieved from:

http://www.accessmylibrary.com/article- 1G1-7784072/malcolm-profile-author-malcolm.html

Carlson, R. (1989). Malcolm Knowles: apostle of andragogy. Vitae Scholasticae, 8:1, 113-121.

Codde, J. (1996, 2006). Using learning contracts in the college classroom. Retrieved from: https://www.msu.edu/user/coddejos/contract.htm

Davenport, J. (1987). Is there any way out of the andragogy morass?Lifelong learning. 11:3, 17-20.

Davenport, J. & Davenport, J. Knowles or Lindeman: would the real father of American andragogy please stand up. Lifelong Learning. 9:3, 4-5.

Sources Continued

Hartree, A. (1984). Malcolm Knowles’ theory of andragogy: a critique. International Journal of Lifelong Education. 3:3, 203-210.

Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Individualizing Instruction: San Francisco: Jossey-Bass.

Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. New York: Cambridge.

Knowles, M., Holton, E., & Swanson, R. (2011). The Adult Learner: The Definitive Classic in Adult Education and Development. New York: Elsevier.

Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood. San Francisco: Jossey-Bass.

Sources Continued

Smith, M. K. (1996). ‘Self-direction’, the encyclopedia of informaleducation. Retrieved from:

http://www.infed.org/biblio/b-selfdr.htm

Smith, M. K. (1996;1999). ‘Andragogy’, the encyclopedia of informal education. Retrieved from:http://www.infed.org/lifelonglearning/b-andra.htm

Smith, M. K. (2002). ‘Malcolm Knowles, informal adult education, self-direction and andragogy’, the encyclopedia of informal education. Retrieved from:http://www.infed.org/thinkers/et-knowl.htm

Tennant, M. (1986). An evaluation of Knowles’ theory of adult learning. International Journal of Lifelong Education. 6:2, 113-122