ADULT LEARNING

ANDRAGOGY

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Is there any difference between teaching
children and adult? What are the differences?
 GOAL
After attending the class, students are
expected to:
a. Understand the concept of andragogy
b. Can Differ andragogy and pedagogy
c. Understand the characteristics of
andragogy
d. Understand the teaching approach used
in andragogy
 Pedagogy

⚫ The term pedagogy was derived from

Greek words ‘Paid’ meaning child and
‘agogus’ meaning leading. Thus it is
defined as the art and science of teaching
children.
 Andragogy
Malcom Knowles:

andragogy as the art and science

of helping adults learn, in contrast
to pedagogy as the art and
science of teaching children.
It was derived from the Greek words
‘aner’ meaning ‘man not boy’.
A COMPARISON OF THE ASSUMPTIONS
OF PEDAGOGY AND ANDRAGOGY

Regarding Pedagogy Andragogy

Concept of The role of the learner It is a normal aspect of the process
the learner is, by definition, a of maturation for a person to
dependent one. The move from dependency toward
teacher is expected by increasing self directedness,
society to take full but at different rates for different
responsibility for people and in different dimensions
determining what is to of life. Teachers have a
be learned, when it is responsibility to encourage and
to be learned, how it is nurture this movement. Adults
to be learned, and if it have a deep psychological need
has been learned . to be generally self-directing,
although they may be dependent
in particular temporary situations.
Regarding Pedagogy Andragogy

Role of The experience learners As people grow and develop they

learners bring to a learning accumulate an increasing reservoir
'experie situation is of little of experience that becomes an
nce worth. It may be used as increasingly rich
a starting point, but the resource for learning-for
experience from which themselves and for others.
learners will gain the
Furthermore, people attach more meaning
most is that of the teacher,
to earnings they gain
the textbook writer, the
audiovisual from experience than those they acquire
passively. Accordingly,
aid producer, and other
the primary techniques in
experts. Accordingly, the
primary techniques in education are experiential
education are transmittal techniques-laboratory
techniques-lecture, experiments, discussion,
assigned reading, AV problem-solving cases, simulation
presentations. exercises, field experience, and the
like .
Regardi Pedagogy Andragogy
ng
Readin People are ready to learn People become ready to learn
ess whatever society something when they
to learn (especially the school) experience a need to learn it
says they ought to in order to cope more
learn, provided the satisfyingly with real-life
pressures on them tasks or problems . The
(like fear of failure) are educator has a responsibility
great to create conditions and
provide tools and procedures
enough. Most people of the for helping learners discover
same age are ready to their "needs to know." And
learn the same things . learning programs should
Therefore, learning be organized around life-
should be organized application categories and
into a fairly sequenced according to the
standardized curriculum, learners' readiness to learn.
with a uniform step-by-
step progression for all
learners
Regarding Pedagogy Andragogy

Orientatio Learners see education as a Learners see education as a

n process of acquiring process of developing
to learning subjectmatter content, increased competence to
most of which they achieve their full potential in
understand will be useful life . They want to be able to
only at a later time in life . apply whatever knowledge
Accordingly, the and skill they gain today to
curriculum should be living more effectively
organized into tomorrow.
subjectmatter Accordingly, learning experiences
units (e .g ., courses) which should be organized around
follow the logic of the subject competency-development
(e .g ., from ancient to categories . People are
modern history, from performance-centered in their
simple to complex
mathematics or science). orientation to learning
People are subject-
centered in their
orientation to learning
 Conclusion
Basic assumption of Andragogy
Individuals mature:

⚫ their self-concept moves from one of being a dependent

personality toward being a self-directed human being;
⚫ they accumulate a growing reservoir of experience that
becomes an increasingly rich resource for learning ;
⚫ their readiness to learn becomes oriented increasingly to
the developmental tasks of their social roles; and
⚫ their time perspective changes from one of postponed
application of knowledge to immediacy of application,
and accordingly, their orientation toward learning shifts
from one of subject-centeredness to one of
performance-centeredness . (Knowles et al. 1998)
The five assumptions underlying andragogy describe the
adult learner (Sharan, M.)

as someone who

⚫ (1) has an independent self-concept and who can direct

his or her own learning,
⚫ (2) has accumulated a reservoir of life experiences that
is a rich resource for learning,
⚫ (3) has learning needs closely related to changing social
roles,
⚫ (4) is problem-centered and interested in immediate
application of knowledge, and
⚫ (5) is motivated to learn by internal rather than external
factors