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How do you tailor education to the learning needs of adults? Do they learn differently from children?
How does their life experience inform their learning processes?
These were the questions at the heart of Malcolm Knowles’s pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centered approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve.
This eighth edition has been thoughtfully updated in terms of structure, content, and style. On top of this, online material and added chapter-level reflection questions make this classic text more accessible than ever. The new edition includes:
- Two new chapters: Neuroscience and Andragogy, and Information Technology and Learning.
- Updates throughout the book to reflect the very latest advancements in the field.
- A companion website with instructor aids for each chapter.
If you are a researcher, practitioner or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning that you should not be without.
- Sales Rank: #64084 in eBooks
- Published on: 2014-12-05
- Released on: 2014-12-05
- Format: Kindle eBook
Review
‘A great update of a classic. Should be required reading for anyone involved with adult learning in schools, businesses, and communities.’ - Sam Stern, professor and former dean, College of Education, Oregon State University, USA
‘This masterly and authoritative 8th edition of The Adult Learner provides a welcome update of Knowles, Holton and Swanson’s classic text. Its focus is both retrospective and prospective, offering the reader a comprehensive review of the theory and practice of adult education. It should be essential reading for those engaged in the field.’ - Prue Huddleston, Emeritus Professor, Centre for Education and Industry, University of Warwick, UK
‘Knowles, Holton and Swanson’s book is truly foundational to the understanding of adult education. The eighth edition renews its relevance to this age of information technology and advances in neuroscience, and reconfirms the timelessness of the core principles of adult learning.’ - Ming-Fai PANG, Associate Professor & Associate Dean (Cross-border & International Engagement), Faculty of Education, The University of Hong Kong
‘The Adult Learner continues to be an important and foundational work with increasing relevance in a variety of disciplines. Knowles, Holton and Swanson cover the theory and practice of how adults learn, including the contextual considerations. Their contribution should be required reading for anyone working with human expertise.’ - Thomas J. Chermack, Associate Professor, Organizational Learning, Performance and Change, Director, Scenario Planning Institute, Colorado State University, USA
‘That the fields of adult education and human resource development have evolved from simply positing that adults learn differently from children continues to be quite evident in this revised edition. The Adult Learner reflects its own subject matter by thoughtfully integrating new topics to the discussion. No other text provides such a comprehensive view of adults as learners in a range of contexts and relationships. Discussions about the principle of whole-part-whole, emerging issues related to information technology, and implications of neuroscience research to adult learning are particularly prescient. Designers of instruction and training programs would be well advised to consider this text as a critical resource, as careful reading brings forth much insightful and practical information.’ - Ronald L. Jacobs, Professor, Human Resource Development, University of Illinois, Champaign-Urbana, USA
About the Author
Malcolm S. Knowles was one of the nation’s leading authorities on adult education and training. He was the founding executive director of the Adult Education Association, and Professor of Adult and Community College Education at North Carolina State University.
Elwood F. Holton III, Ed.D., is the Jones S. Davis Distinguished Professor of Human Resource Development and Adult Education at Louisiana State University.
Richard A. Swanson is Professor Emeritus of Organization Learning, Policy, and Development at the University of Minnesota.
Most helpful customer reviews
4 of 6 people found the following review helpful.
Pedagogy v. Andragogy
By KCouncil
This book has proved to be quite useful. This was a required book for a class that is a part of my master's degree. I am really enjoying reading this book and find it useful to my course of study. I have enjoyed "The Adult Learner" by Malcolm Knowles. I have had the opportunity to read this book for my Master's Degree in Leadership and learning about andragogy and pedagogy has proven quite useful for me. I have enjoyed learning about the different concepts that are here in this book and I am happy to have this book in my library. I have enjoyed reading it and definitely recommend this book to anyone wanting to learn more about adult learning and the differences between that and teaching children. The process of facilitation has proven very interesting to me.
Pedagogy involves the art and science of teaching children (Knowles et al 2015, 19) while andragogy involves the art and science of helping adults learn (Knowles et al 2015, 40). Pedagogy is focused on the decision of the teacher and gives the teacher full responsibility and authority, while placing a submissive role on the learners (Knowles et al 2015, 41). Pedagogy and andragogy both involve the art and science of teaching and that is the biggest similarity that they share.
Pedagogy and andragogy involve six assumptions about the learners: the need to know, the learner’s self-concept, the role of experience, readiness to learn, orientation to learning, and motivation (Knowles et al 2015, 41-47). However, these six assumptions are different with each model.
Concerning the need to know, in pedagogy, “learners only need to know that they must learn what the teacher teaches” (Knowles et al 2015, 41) while in andragogy, “adults need to know why they need to learn something before undertaking to learn it” (Knowles et al 2015, 43). Pedagogy involves a need to learn because if they do not, they will not pass and move on (Knowles et al 2015, 41). Adults focus on the positive and negative effects that learning and not learning something will have on them (Knowles et al 2015, 43). Adults are not required to learn like children are, and often pose the question, “why should I learn this?” (Ricketson, Andragogy part 2 video).
The learner’s self-concept of pedagogy involves the teacher believing that the learner is dependent upon the teacher (Knowles et al 2015, 41). The andragogical model states that adults are responsible for the decision hat they make for their own lives (Knowles et al 2015, 43). Adults and children differ in this area, because an adult does not want to be treated like he is a child and an adult learner needs to be treated as such, while a child can be treated like a child.
In the pedagogical model, the role of experience of the learner is of little value as a resource for learning (Knowles et al 2015, 42). In the andragogical model, the learner’s experience has much more importance in the classroom. More experience for adults also means that there are many more differences than there may be amongst a group of children (Knowles et al 2015, 45). “For many kinds of learning, the richest resources for learning reside in the adult learners themselves” (Knowles et al 2015, 45). While a group of adults with varied differences and experiences may cause turmoil, it also may bring others closer together, as each member can bring different qualities and experience to the group.
Readiness to learn in pedagogy involves the learner becoming ready to learn what the teacher tells him in order that he may pass and get promoted to the next grade (Knowles et al 2015, 42). The andragogical model involves the adults becoming ready to learn the things that they need to know and do so that they might cope with situations that they will experience in life (Knowles et al 2015, 45). “The critical implication of this assumption is the importance of timing learning experiences to coincide with those developmental tasks” (Knowles et al 2015, 45). Andragogy seeks to teach adults how to handle each phase and how to direct themselves through life.
The orientation to learning of pedagogy involves learners having a subject-centered focus to learning in that they organize learning experiences based on the logic of the subject matter (Knowles et al 2015, 43). The orientation to learning of andragogy is focused on life-centered learning rather than subject-centered like children (Knowles et al 2015, 46). The life-centered orientation to learning involves adults focusing on learning tools that will help them to travel through life.
The motivation to learn for the pedagogical model involves learners being motivated by external motivators such as their parents, the desire to get good grades, or the approval or disapproval of someone (Knowles et al 2015, 43). The motivation to learn for the andragogical model involves the adult being responsive to some external motivators, but mostly being motivated by internal motivators (Knowles et al 2015, 47). The adult is harder on himself and more focused on what is going on internally than what is going on externally.
This review is my opinion and it is truly what I believe about this product. Thank you for reading my review. Please give it a thumbs up if it was helpful to you! :)
0 of 1 people found the following review helpful.
Very interesting textbook!
By Dani Arteri
I needed this book for an Adult Learning course. I actually really enjoyed this book. It is easy to read, the ideas are supported with a lot of research, and it's laid out in a way that makes sense. Interesting text!
0 of 1 people found the following review helpful.
Four Stars
By Wilson
A classic for adult learning that traces the history and raises issues for learners today.
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