MOVING FROM PEDAGOGY TO ANDRAGOGY

(Adapted and Updated from Hiemstra, R., & Sisco, B. (1990). Individualizing instruction. San Francisco: Jossey-Bass.)

There is little doubt that the most dominant form of instruction in Europe and America is pedagogy, or what some people refer to as didactic, traditional, or teacher-directed approaches. A competing idea in terms of instructing adult learners, and one that gathered momentum within the past three decades, has been dubbed andragogy. The purpose of this resource piece is to provide the interested reader with some background information regarding both instructional forms.

The pedagogical model of instruction was originally developed in the monastic schools of Europe in the Middle Ages. Young boys were received into the monasteries and taught by monks according to a system of instruction that required these children to be obedient, faithful, and efficient servants of the church (Knowles, 1984). From this origin developed the tradition of pedagogy, which later spread to the secular schools of Europe and America and became and remains the dominant form of instruction.

Pedagogy is derived from the Greek word "paid," meaning child plus "agogos," meaning leading. Thus, pedagogy has been defined as the art and science of teaching children. In the pedagogical model, the teacher has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and if the material has been learned. Pedagogy, or teacher-directed instruction as it is commonly known, places the student in a submissive role requiring obedience to the teacher's instructions. It is based on the assumption that learners need to know only what the teacher teaches them. The result is a teaching and learning situation that actively promotes dependency on the instructor (Knowles, 1984).

Up until very recently, the pedagogical model has been applied equally to the teaching of children and adults, and in a sense, is a contradiction in terms. The reason is that as adults mature, they become increasingly independent and responsible for their own actions. They are often motivated to learn by a sincere desire to solve immediate problems in their lives. Additionally, they have an increasing need to be self-directing. In many ways the pedagogical model does not account for such developmental changes on the part of adults, and thus produces tension, resentment, and resistance in individuals (Knowles, 1984).

The growth and development of andragogy as an alternative model of instruction has helped to remedy this situation and improve the teaching of adults. But this change did not occur overnight. In fact, an important event took place some thirty years ago that affected the direction of adult education in North America and, to some extent, elsewhere as well. Andragogy as a system of ideas, concepts, and approaches to adult learning was introduced to adult educators in the United States by Malcolm Knowles. His contributions to this system have been many (1975, 1980, 1984; Knowles & Associates, 1984), and have influenced the thinking of countless educators of adults. Knowles' dialogue, debate, and subsequent writings related to andragogy have been a healthy stimulant to some of the growth of the adult education field during the past thirty years.

The first use of the term "andragogy" to catch the widespread attention of adult educators was in 1968, when Knowles, then a professor of adult education at Boston University, introduced the term (then spelled "androgogy") through a journal article. In a 1970 book (a second edition was published in 1980) he defined the term as the art and science of helping adults learn. His thinking had changed to the point that in the 1980 edition he suggested the following: ". . . andragogy is simply another model of assumptions about adult learners to be used alongside the pedagogical model of assumptions, thereby providing two alternative models for testing out the assumptions as to their 'fit' with particular situations. Furthermore, the models are probably most useful when seen not as dichotomous but rather as two ends of a spectrum , with a realistic assumption (about learners) in a given situation falling in between the two ends" (Knowles, 1980, p. 43 ).

The andragogical model as conceived by Knowles is predicated on four basic assumptions about learners, all of which have some relationship to our notions about a learner's ability, need, and desire to take responsibility for learning:

  1. Their self-concept moves from dependency to independency or self-directedness.
  2. They accumulate a reservoir of experiences that can be used as a basis on which to build learning.
  3. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles.
  4. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (1980, pp. 44-45).

Andragogy as a concept and set of assumptions about adults was actually not new to Knowles' popularization of the term. Anderson and Lindeman (1927) had first used the word in the United States via a published piece, although Stewart (1986a, 1986b) notes that Lindeman apparently even used the term as early as 1926. Brookfield (1984) suggests that Anderson and Lindeman drew upon the work of a German author of the 1920's, Eugene Rosenstock. However, Davenport and Davenport (1985) assert that the word was first coined in 1833 by Kapp, a German teacher.

Several European countries, such as Hungary, Poland, and Yugoslavia, also had used the term prior to 1968. Hungarian educators, for example, place teaching and learning within an overall system called "anthropogogy" (Savicevic, 1981). This system is subdivided into pedagogy (dealing with youth education) and andragogy (concerned with adult education). There is some variety, too, in the application of related terms. Some countries use adult pedagogy, one (the Soviet Union) uses the term auto didactic among others to refer to adult education activities, and a few countries use andragology to refer to andragogical science (Knoll, 1981, p. 92).

Outside of North America there actually are two dominant viewpoints: ". . . one by which the theoretical framework of adult education is found in pedagogy or its branch, adult pedagogy . . . and the other by which the theoretical framework of adult education is found in andragogy . . . as a relatively independent science that includes a whole system of andragogic disciplines" (Savicevic, 1981, p. 88).

Knowles in describing his particular version of andragogy associated it with a variety of instructional suggestions and he, too, detailed roles of facilitation for instructors and talked about ways of helping learners maximize their learning abilities. His early work with andragogy and subsequent interpretation of the learning projects research by Tough (1978) and others led to a 1975 publication on self-directed learning where he provides a variety of inquiry projects and learning resources on the topic.

Knowles (1975) offered some reasons for his evolving scholarship in the area of self-directed learning. One immediate reason was the emerging evidence that people who take initiative in educational activities seem to learn more and learn things better then what resulted from more passive individuals. He noted a second reason that self-directed learning appears "more in tune with our natural process of psychological development" (1975, p. 14). Knowles observed that an essential aspect of the maturation process is the development of an ability to take increasing responsibility for life.

A third reason was the observation that the many evolving educational innovations (nontraditional programs, Open University, weekend colleges, etc.) throughout the world require that learners assume a heavy responsibility and initiative in their own learning.

Knowles also suggested a more long-term reason in terms of individual and collective survival: ". . . it is tragic that we have not learned how to learn without being taught, and it is probably more important than all of the immediate reasons put together. Alvin Toffler calls this reason 'future shock'. The simple truth is that we are entering into a strange new world in which rapid change will be the only stable characteristic" (Knowles, 1975, p. 15).

It is this ability to carry out individual learning long after the stimulation of some activity like a class or workshop is completed that we believe results from individualizing the instructional process (Hiemstra & Sisco, 1990).

Knowles and the andragogical movement as some refer to it, has not been without critics. Carlson (1989) summarizes some of the concerns many people have had about Knowles at times zealous promotion of andragogy. Welton (1995) brought together four other colleagues who share in various ways a more radical philosophy of adult education. They present several arguments against aspects of andragogy and self-directed learning.

However, it is clear that andragogy and Malcolm Knowles have brought considerable attention to the adult education field as a separate field during the past three decades. Applied correctly, the andragogical approach to teaching and learning in the hands of a skilled and dedicated facilitator can make a positive impact on the adult learner. Appendix A provides a bibliography that contains many of the references devoted to andragogy and Malcolm Knowles.

REFERENCES AND RELATED SOURCES

Anderson, M. L., & Lindeman, K. C. (1927). Education through experience. New York: Workers Education Bureau.

Brookfield, S. (1984). The contribution of Eduard Lindeman to the development of theory and philosophy in adult education. Adult Education, 34, 185-196.

Carlson, R. (1989). Malcolm Knowles: Apostle of andragogy. Vitae Scholasticae, 8(1), 217-234.

Davenport, J., & Davenport, J. A. (1985). A chronology and analysis of the andragogy debate. Adult Education Quarterly, 35, 152-159.

Hiemstra, R., & Sisco, B. (1990). Individualizing instruction. San Francisco: Jossey-Bass.

Knoll, J. H. (1981). Professionalization in adult education in the Federal Republic of Germany Democratic Republic. In A. N. Charters (Ed.), Comparing adult education worldwide (pp. 90-108). San Francisco: Jossey-Bass.

Knowles, M. S. (1968). Androgogy, not pedagogy! Adult Leadership, 16, 350-352, 386.

Knowles, M. S. (1975). Self-directed learning. New York: Association Press.

Knowles, M. S. (1980). The modern practice of adult education (revised and updated). Chicago: Association Press (originally published in 1970).

Knowles, M. (1984). The adult learner: A neglected species. Houston: Gulf Publishing.

Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass.

Knowles, M., & Associates. (1984). Andragogy in Action. Applying modern principles of adult education. San Francisco: Jossey Bass.

Savicevic, D.M. (1981). Adult education systems in European Socialist countries: Similarities and differences. ln A. N. Charters (Ed.), Comparing adult education worldwide (pp. 37-89). San Francisco: Jossey-Bass.

Stewart, D. W. (1986a). Adult learning in America: Eduard lindeman and his agenda for lifelong learning. Malabar, FL: Krieger Publishing.

Stewart, D. H. (1986b). Perspectives. Lifelong Learning: An Omnibus of Practice and Research, 9(5), 2.

Tough, A. (1978). Major learning efforts: Recent research and future directions. Adult Education, 28, 250-263.

Welton, M. R. (Ed.). (1995). In defense of the lifeworld: Critical perspectives on adult learning. Albany, NY: State University of New York Press.

APPENDIX A

ANNOTATED BIBLIOGRAPHY OF SOURCES RELATED TO ANDRAGOGY

Anderson, M. L.,& Lindeman, E. C. (1927). Education through experience. New York: Workers Education Bureau.

Beder, H., & Carrea, N. (1988). The effects of andragogical teacher training on adult students' attendance and evaluation of their teachers. Adult Education Quarterly, 38, 75-87.

Boyer, D. L. (1984). Malcolm Knowles and Carl Rogers: A comparison of andragogy and student-centered education. Lifelong Learning: An Omnibus of Practice and Research, 7(4), 17-20.

Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge.

Brookfield, S. D. (1984). The Contribution of Eduard Lindeman to the Development of Theory and Philosophy in Adult Education. Adult Education Quarterly, 34, 185-196.

Brookfield, S. D. (1986). Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass.

Brookfield, S. (1987). Learning Democracy: Eduard Lindeman on adult education and social change. Wolfeboro, New Hampshire: Croom Helm.

Brown, H. W. (1985). Lateral thinking and andragogy: Improving problem solving in adulthood. Lifelong learning: An Omnibus of Practice and Research, 8(7), 22-25.

Candy, P. C. (1981). Mirrors of the mind: Personal construct theory in the training of adult educators. Manchester Monographs 16. Manchester: Department of Adult and Higher Education, University of Manchester.

Carlson, R. A. (1979). The time of andragogy. Adult Education, 30, 53-57.

Christian, A. C. (1983). A comparative study of the andragogical-pedagogical orientation of military and civilian personnel. (Doctoral dissertation, Oklahoma State University). Dissertation Abstracts International, 44, 0643a.

Conti, G. J. (1985). Assessing teaching style in adult education: How and why. Lifelong Learning: An Omnibus of Practice and Research, 8(8), 7-11, 28.

Courtenay, B., & Stevenson, R. (1983). Avoiding the threat of gogymania. Lifelong Learning: The Adult Years, 6(7), 10-11.

Cranton, P. (1989). Planning instruction for adult learners. Toronto: Wall & Thompson.

Cross, K. P. (1981). Adults as learners. San Francisco: Jossey-Bass.

Daloisio, T., & Firestone, M. (1983). A case study in applying adult learning theory in developing managers. Training and Development Journal, 37(2), 73-78.

Darkenwald, G. D., & Merriam, S. B. (1982). Adult education: Foundations of practice. New York: Harper & Row, Publishers.

Davenport, J., III. (1987). Is there any way out of the andragogy morass? Lifelong Learning: An Omnibus of Practice and Research, 11(3), 17-20.

Davenport, J., & Davenport, J. A. (1985). A chronology and analysis of the andragogy debate. Adult Education Quarterly, 35, 152-159.

Davenport, J. III, & Davenport, J. A. (1985). Andragogical- pedagogical orientations of adult learners: Research results and practice recommendations. Lifelong Learning: An Omnibus of Practice and Research, 9(1), 6-8.

Davenport, J. III, & Davenport, J. A. (1985). Knowles or Lindeman: Would the real father of American andragogy please stand up. Lifelong Learning: An Omnibus of Practice and Research, 9(3), 4-6.

Day, C., & Baskett, H. K. (1982). Discrepancies between intentions and practice: Reexamining some basic assumptions about adult and continuing education. International Journal of Lifelong Education, 1, 143-155.

Elias, J. L. (1979). Andragogy revisited. Adult Education, 29, 252-255.

Elias, J. L., & Merriam, S. (1980). Philosophical foundations of adult education. Huntington, NY: Robert E. Krieger Publishing Company.

Fisher, J. C., & Podeschi, R. L. (1989). From Lindeman to Knowles: A change in vision. International Journal of Lifelong Education, 8, 345-353.

Gelfand, B., & Associates (1975). An andragogical application to the training of social workers. Journal of Education for Social Work, 11(3), 55-61.

Godbey, G. C. (1978). Applied Andragogy: A practical manual for the continuing education of adults. College Park: Pennsylvania State University.

Griffin, C. (1983). Curriculum theory in adult and lifelong education. London: Croom Helm.

Grubbs, J. C. (1981). A study of faculty members and students in selected midwestern schools of theology to determine whether their educational orientation is andragogical or pedagogical. (Doctoral dissertation, Indiana University). Dissertation Abstracts International, 42, 0055a.

Hadley, H. (1975). Development of an instrument to determine adult educators' orientations: Andragogical or pedagogical. (Doctoral dissertation, Boston University). Dissertation Abstracts International, 35, 7595a.

Hartree, A. (1984). Malcolm Knowles's theory of andragogy: A critique. International Journal of Lifelong Education, 3, 203-210.

Hiemstra, R. (1976). Lifelong learning. Lincoln, Nebraska: Professional Educators Publications. Reprinted by HiTree Press, Baldwinsville, New York, 1984. 

Hiemstra, R. (1985). [Review of Andragogy in action; Applying modern principles of adult learning]. Lifelong Learning: An Omnibus of Practice and Research, 9(3), 23-25.

Hiemstra, R. (1987, May). Comparing andragogy in two cultures: Tanzania and the United States. Paper presented at Comparative Adult Education: An International Conference, Oxford, England.

Holmes, M. R. (1980). Interpersonal behaviors and their relationship to the andragogical and pedagogical orientation of adult educators. Adult Education, 31, 18-29.

Hopkins, M. A. (1983). An analysis of nurse educators' educational orientation: Andragogical or pedagogical. (Doctoral dissertation, Virginia Polytechnic Institute and State University). Dissertation Abstracts International, 44, 0043a.

Houle, C. O. (1972). The design of education. San Francisco: Jossey-Bass Publishers.

Ingalls, J. D. (1973). A trainer's guide to andragogy. (Rev. Ed.). Washington, D. C.: U. S. Department of Health, Education, and Welfare.

Jahns, I. W. (1973). [Review of Modern practice of adult education]. Adult Education, 24, 72-74.

Jarvis, P. (1984). Andragogy -- a sign of the times. Studies in the Education of Adults, 16(October), 32-38.

Jones, G. E. (1982). An analysis of the andragogical-pedagogical orientation of selected faculty at Oklahoma State University. (Doctoral dissertation, Oklahoma State University). Dissertation Abstracts International, 43, 2569a.

Katz, E. A. (1976). The belief in andragogy and the development of self-actualization. (Doctoral dissertation, Boston University). Dissertation Abstracts International, 36, 7129a.

Kerwin, M. A. (1979). The relationship of selected factors to the educational orientation of andragogically- and pedagogically-oriented educators teaching in four of North Carolina's two-year colleges. (Doctoral dissertation, North Carolina Sate University). Dissertation Abstracts International, 40, 0610a.

Kerwin, M. A. (1981). Andragogy in the community college. Community College Review, 9(3), 12-14.

Knowles, M. S. (1968). Androgogy, not pedagogy! Adult Leadership, 16, 350-352, 386.

Knowles, M. S. (1968). How andragogy works in leadership training in the girl scouts. Adult Leadership, 17, 161-162, 190-194.

Knowles, M. S. (1970). Modern practice of adult education: Andragogy versus pedagogy. Chicago: Follett Publishing Company, Association Press.

Knowles, M. S. (1973). The adult learner: A neglected species. Houston: Gulf Publishing Company.

Knowles, M. (1975). Self-directed learning. New York: Association Press.

Knowles, M. (1979). Andragogy revisited part II. Adult Education, 30, 52-53.

Knowles, M. S. (1980). Modern practice of adult education: From pedagogy to andragogy. Revised and updated. Chicago: Follett Publishing Company, Association Press.

Knowles, M. (1984). The adult learner: A neglected species. (3rd ed.), Houston: Gulf Publishing.

Knowles, M. S., & Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass.

Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.

Knudson, R. S. (1979). Humanagogy anyone? Adult Education, 29, 261-264.

Knudson, R. S. (1980). An alternative approach to the andragogy/pedagogy issue. Lifelong Learning: The Adult Years, 3(8), 8-10.

Komisin, L., & Gogniat, D. (1987). Andragogy, adult expectations, and international programs. Continuing Higher Education, 35(1), 13-15.

Kulich, J. (1975). [Review of Erwachsenenbildung: Einfuhrung in die andragogik (Hanbuch der Erwachsenenbildung, Band 1). (Adult Education: Introduction to Andragogy. Handbook of Adult Education, Volume 1)]. Adult Education, 25, 137-138.

Lebel, J. (1978). Beyond andragogy to gerogogy. Lifelong Learning: The Adult Years, 1(9), 16-18, 24-25.

Lewis, L. H. (1987). [Review of Modern practice of adult education: Andragogy versus pedagogy]. Adult Education Quarterly, 37, 120-122.

Lindeman, E. C. (1926). Andragogik: The method of teaching adults. Worker's Education, 4, 38.

London, J. (1973). Adult education for the 1970's: Promise or illusion? Adult Education, 24, 60-70.

McCullough, K. O. (1978). Andragogy and community problem solving. Lifelong Learning: The Adult Years, 2(2), 8-9, 31.

McKenzie, L. (1977). The issue of andragogy. Adult Education, 27, 225-229.

McKenzie, L. (1979). A response to Elias. Adult Education, 29, 256-260.

McTernan, E. J. (1974). Androgogical education in the health services. Adult Leadership, 23, 136, 148.

Merriam, S. B. (1987). Adult learning and theory building: A review. Adult Education Quarterly, 37, 187-198.

Merriam, S. B. (1988). Finding your way through the maze: A guide to the literature on adult learning. Lifelong Learning: An Omnibus of Practice and Research, 11(6), 4-7.

Meyer, S. (1977). Andragogy and the aging adult learner. Educational Gerontology, 2(2), 115-122.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32, 3-24.

Newton, E. S. (1970). Andragogy: Understanding the adult as learner. Journal of Reading, 20, 361-363.

Nottingham Andragogy Group. (1983). Toward a developmental theory of andragogy. (Adults: Psychological and Educational Perspective No. 9). Nottingham, England: Department of Adult Education, University of Nottingham.

Peterson, C. H., Adkins, D., Tzuk, R., & Scott, M. (1981). Adult problem solving training: An experimental investigation of andragogical counseling techniques. Proceedings of the Twenty-second Annual Adult Education Research Conference (pp. 159-163). DeKalb, IL.

Peterson, D. A. (1983). Facilitating education for older adults. San Francisco: Jossey-Bass.

Podeschi, R. L. (1987). Andragogy: Proofs or premises. Lifelong Learning: An Omnibus of Practice and Research, 11(3), 14-17, 20. 

Podeschi, R. (1987). Lindeman, Knowles and American individualism. Proceedings of the Twenty-eighth Annual Adult Education Research Conference (pp. 195-200). Laramie, WY: University of Wyoming, Conferences and Institutes.

Podeschi, R. L., & Pearson, E. M. (1986). Knowles and Maslow: Differences about freedom. Lifelong Learning: An Omnibus of Practice and Research, 9(7), 16-18.

Pratt, D. D. (1984). Andragogical assumptions: Some counter intuitive logic. Proceedings of the Twenty-fifth Annual Adult Education Research Conference (pp. 147-153). Syracuse, NY: Printing Services, Syracuse University.

Pratt, D. D. (1988). Andragogy as a relational construct. Adult Education Quarterly, 38, 160-171.

Rachal, J. (1983). The andragogy-pedagogy debate: Another voice in the fray. Lifelong Learning: The Adult Years, 6(9), 14-15.

Savicevic, D. M. (1981). Adult education systems in European Socialist countries: Similarities and differences. In A. N. Charters and Associates, Comparing adult education worldwide. San Francisco: Jossey-Bass.

Savicevic, D. M. (1988, May). Conceptions of andragogy in different countries: Comparative considerations. Paper presented at the 1988 Study Seminar: Comparative Research in Adult Education, Rome, Italy.

Savicevic, D. (1989). Conceptions of andragogy in different countries: Comparative considerations. In M. Lichtner (Ed.), Comparative research in adult education: Present lines and perspectives (pp. 65-72). Villa Falconieri, 00044 Frascati, Roma, Italy: Centro Europeo Dell Educazione.

Sheridan, J. (1986). Andragogy: A new concept for academic librarians. Research Strategies, 4(4), 156-167.

Sheridan, J. (1989). Rethinking andragogy: The case for collaborative learning in continuing higher education. Continuing Higher Education, 37(2), 2-6.

Stewart, D. W. (1986). Perspective. Lifelong Learning: An Omnibus of Practice and Research, 9(5), 2.

Stewart, D. W. (1987). Adult learning in America: Eduard Lindeman and his agenda for lifelong education. Malabar, Florida: Robert E. Krieger Publishing Company.

Suanmali, C. (1982). The core concepts of andragogy. (Doctoral dissertation, Teachers College, Columbia University). Dissertation Abstracts International, 42, 4471a.

Tennant, M. (1986). An evaluation of Knowles' theory of adult learning. International Journal of Lifelong Education, 6, 113-122.

Terry, E. F. (1988). Using andragogy to foster moral development of adults within the institutional church. Lifelong Learning: An Omnibus of Practice and Research, 12(2), 4-6.

Thorne, E. H., & Marshall, J. L. (1985). Managerial-skills development: An experience in program design. Personnel Journal, 55(1), 15-17, 38.

Thornton, J. A. (1973). [Review of Modern practice of adult education: Andragogy versus pedagogy]. Adult Education, 24, 70-72.

Travis, A. Y. (1985). Andragogy and the disabled adult learner. Lifelong Learning: An Omnibus of Practice and Research, 8(8), 16-18, 20.

Warren, C. (1989). Andragogy and N. F. S. Grundtvig: A critical link. Adult Education Quarterly, 39(4), 211-223.

Yeo, G. (1982). 'Eldergogy' a specialized approach to education for elders. Lifelong Learning: The Adult Years, 5(5), 4-7.

Yonge, A. D. (1985). Andragogy and pedagogy: two ways of accompaniment. Adult Education Quarterly, 35, 160-167.

Vacca, R. T., & Walker, J. E. (1980). Andragogy: The missing link in college reading programs. Lifelong Learning: The Adult Years, 3(6), 16, 24-25.

Van Allen, G. H. (1982). Educational attitudes in a state system of community colleges. Community College Review, 10(2), 44-47.

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Note: The occasional spelling of andragogy as "androgogy" is as it was found in the source. For an explanation of the spelling variations, see Knowles (1980).

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