Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy

Autor/in	McGrath, Valerie
Titel	Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy
Quelle	In: Adult Learner: The Irish Journal of Adult and Community Education, (2009), S.99-110 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8040
Schlagwörter	Learning Theories; Andragogy; Adult Education; Adult Learning; Adult Students; Foreign Countries; Adult Educators; Epistemology; Educational Practices; Teaching Models; Evidence; Ireland + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Andragogics; Andragogik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Erkenntnistheorie; Bildungspraxis; Lehrmodell; Evidenz; Irland
Abstract	While there may be similarities between adults and children in how they learn (such as language, interaction and communication), many writers argue that adult learners are different from child learners in a number of ways. This article aims to review how adults learn through examining one particular theory of adult learning. Two conflicting learning theories, known as andragogy and pedagogy, have a particular relevance to the adult educator. One learning theory that has attempted to overcome some of the negative aspects of pedagogy is a theory that was introduced by Malcolm Knowles known as andragogy. Andragogy according to Henschke (1998:8) can be defined as "a scientific discipline that studies everything related to learning and teaching which would bring adults to their full degree of humaneness." Unlike pedagogy, andragogy is centered on the idea that the lecturer does not posses all the knowledge and that students are encouraged to participate in the classroom by utilising their own experiences. In this article, the author discusses the Andragogy of Malcolm Knowles and explores how the theory continues to be important for practitioners in Ireland. (ERIC).
Anmerkungen	AONTAS The National Adult Learning Organisation. 2nd Floor, 83-87 Main Street, Ranelagh, Dublin 6, Ireland. Tel :+353-1-406-8220; Tel: +353-1-406-8221; Fax: +353-1-406-8227; e-mail: mail@aontas.com; Web site: http://www.aontas.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10