Difference between revisions of "Andragogy"
From Learning and training wiki
| (6 intermediate revisions by one user not shown) | |||
| Line 1: | Line 1: | ||
| − | {{Term|ANDRAGOGY|Art and science of helping adults to learn, according to the definition given to it by Malcolm Knowles. The Andragogy | + | {{Term|ANDRAGOGY|Art and science of helping adults to learn, according to the definition given to it by Malcolm Knowles. The Andragogy Theory emphasizes adult’s capabilities to direct and motivate themselves, utilizing past [[Knowledge|knowledge]] to assist learning and evaluate the contents of training for relevance and quality. |
| − | + | ||
Andragogy is premised on five assumptions about the characteristics of [[Adult Learning|adult learning]]:<ref> [http://www.midsolutions.org www.midsolutions.org] (7 March 2008), [http://en.wikipedia.org Wikipedia] (7 March 2008), [http://www.web-conferencing-zone.com www.web-conferencing-zone.com] (7 March 2008), [http://www.nl.edu www.nl.edu] (7 March 2008), [http://agelesslearner.com agelesslearner.com] (7 March 2008), [http://www.calpro-online.org www.calpro-online.org] (7 March 2008) </ref>}} | Andragogy is premised on five assumptions about the characteristics of [[Adult Learning|adult learning]]:<ref> [http://www.midsolutions.org www.midsolutions.org] (7 March 2008), [http://en.wikipedia.org Wikipedia] (7 March 2008), [http://www.web-conferencing-zone.com www.web-conferencing-zone.com] (7 March 2008), [http://www.nl.edu www.nl.edu] (7 March 2008), [http://agelesslearner.com agelesslearner.com] (7 March 2008), [http://www.calpro-online.org www.calpro-online.org] (7 March 2008) </ref>}} | ||
| − | {| class="wikitable" style="border 1px solid #7F4F1F;background: | + | {| class="wikitable" style="border 1px solid #7F4F1F;background:white;color:black;" |
|- | |- | ||
! width= "150pt" | <font color= #7F4F1F> Characteristic </font> | ! width= "150pt" | <font color= #7F4F1F> Characteristic </font> | ||
| Line 14: | Line 13: | ||
|'''Experience''' | |'''Experience''' | ||
| As a person matures, he accumulates a growing reservoir of experience that becomes an increasing resource for learning | | As a person matures, he accumulates a growing reservoir of experience that becomes an increasing resource for learning | ||
| − | |- style="border 1px solid # | + | |- style="border 1px solid #7F4F1F;background:white;color:black;" |
|'''Readiness to learn''' | |'''Readiness to learn''' | ||
| As a person matures, his readiness to learn becomes oriented increasingly to the development tasks of his social roles | | As a person matures, his readiness to learn becomes oriented increasingly to the development tasks of his social roles | ||
| − | |- style="border 1px solid # | + | |- style="border 1px solid #7F4F1F;background:white;color:black;" |
|'''Orientation to learn''' | |'''Orientation to learn''' | ||
| As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy application of knowledge and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness | | As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy application of knowledge and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness | ||
| − | |- style="border 1px solid # | + | |- style="border 1px solid #7F4F1F;background:white;color:black;" |
|'''Motivation to learn''' | |'''Motivation to learn''' | ||
Latest revision as of 13:32, 25 July 2013
 ANDRAGOGY |
| Art and science of helping adults to learn, according to the definition given to it by Malcolm Knowles. The Andragogy Theory emphasizes adult’s capabilities to direct and motivate themselves, utilizing past knowledge to assist learning and evaluate the contents of training for relevance and quality. Andragogy is premised on five assumptions about the characteristics of adult learning:[1] |
| Characteristic | Content |
|---|---|
| Self-concept | As a person matures, his self-concept moves from one of being a dependant personality toward one of being a self-directed human being |
| Experience | As a person matures, he accumulates a growing reservoir of experience that becomes an increasing resource for learning |
| Readiness to learn | As a person matures, his readiness to learn becomes oriented increasingly to the development tasks of his social roles |
| Orientation to learn | As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy application of knowledge and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness |
| Motivation to learn | As a person matures, the motivation to learn becomes internal |
References
- ↑ www.midsolutions.org (7 March 2008), Wikipedia (7 March 2008), www.web-conferencing-zone.com (7 March 2008), www.nl.edu (7 March 2008), agelesslearner.com (7 March 2008), www.calpro-online.org (7 March 2008)