Andragogy
- Dr. Moria Levy
- Jan 1, 2004
- 2 min read
Unlike pedagogy, which focuses on the learning process and guidance for children, andragogy emphasizes the learner themselves—the adult learner.
The main characteristics of adult learning theory, as opposed to children's learning, are:
Learner's self-concept - sees themselves as autonomous and self-directed.
Learners' prior experience serves as a learning resource and determines their learning model. Sometimes this approach has advantages, but in other cases, it causes difficulties because adults struggle to learn new patterns. In such cases, experience hinders rather than promotes learning.
Readiness to learn - views learning as connected to life and serving purposes in personal developmental processes.
Learning orientation - adult learning is effective when it is context-focused and problem-solving oriented.
Learners ask questions - adults want to know the reason and are not inclined to accept things at face value.
Learner motivation - internal motivations (intrinsic) are more than external ones, and they also seek the benefit they will gain from their studies (W.I.I.F.M. - What's In It For Me).
Criticism of the Theory
Why does the approach view differences between types of learners only as a chronological process (children learn differently from adults)? Knowles refined the theory and redefined "adult" as "psychologically mature" rather than necessarily according to chronological age.
The main criticism comes from Jarvis, who argued that the clear distinction between pedagogy and andragogy doesn't exist unambiguously between adults and children (or between those who are psychologically mature and those who aren't).
As an alternative to chronology, Jarvis proposed the concept of the learner's "professional age."
For example, A learner at the beginning of their professional path cannot rely on prior experience, is not problem-focused, is not mature and ready to learn, is not independent, etc., and needs learning with pedagogical characteristics. In contrast, a learner with professional experience exhibits learning with andragogical characteristics, relying on prior experience and possessing intrinsic motivation, among other traits.
For example, in computer learning, adults need pedagogical learning. Despite being adults, their prior experience isn't relevant to this field, and they need focused guidance.
Implications of the Approach for Building Training Programs:
Within the framework of needs assessment, one must examine whether organization members have professional experience or are at the beginning of their professional path. An organization whose members have professional experience will build a training program on an andragogical basis.
(From the lecture by Dr. Rina Bar-Kol, "Training and Development in Organizations")
Thanks to the Karev program and particularly to Ronen Gavish, who contributed the term.
Additional reading source (recommended by Zmira Gutsman from Intel): The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development by Malcolm S. Knowles (Author) et al (Paperback - 1998)
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