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Dušan Savićević, who provided Knowles with the term andragogy, explicitly claims andragogy as a discipline, the subject of which is the study of education and learning of adults in all its forms of expression' (Savicevic, 1999, p. 97, [10] similarly Henschke, 2003, [11]), Reischmann, 2003.
Malcolm Shepherd Knowles (August 24, 1913 – November 27, 1997) was an American adult educator, famous for the adoption of the theory of andragogy—initially a term coined by the German teacher Alexander Kapp.
Malcolm Knowles introduced andragogy as the central theory of adult learning in the 1970s, defining andragogy as “the art and science of helping adults learn. [22] Knowles's andragogy theory helps adults use their experiences to create new learning from previous understandings.
In 1833, he originally introduced the term andragogy. Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners in the structure of the learning experience. Later, the term andragogy developed into a theory of adult education by the American educator, Malcolm Knowles. [1]
Malcolm Knowles's work distinguished adult learners as distinct from adolescent and child learners in his principle of andragogy. [2] He established 5 assumptions about the adult learner. This included self-concept, adult learner experience, readiness to learn, orientation to learning, and motivation to learning. [1]
Eduard Christian Lindeman was born in St. Clair, Michigan, one of ten children of German immigrant parents, Frederick and Frederika (von Piper) Lindemann.Orphaned at an early age, Lindeman gained work experience through jobs as stable cleaner, nurseryman, gravedigger, brickyard worker, and deliverer of groceries while attending formal schooling only intermittently.
The adult educator applies the principles of adult learning to the six phases of course development: determining learner needs; writing learning objectives to fulfill those needs; creating a learning plan; selecting learning methodologies geared to the adult learner; implementing the learning plan; and evaluating the degree to which the learning objectives have been met.
It has also been referred to as andragogy (to distinguish it from pedagogy). Educating adults differs from educating children in several ways. One of the most important differences is that adults have accumulated knowledge and experience which can either add value to a learning experience or hinder it. Adultism