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Then after consulting with Merriam-Webster, he corrected the spelling of the term to "andragogy" and continued to make use of the term to explain his multiple ideas about adult learning. Knowles' theory can be stated with six assumptions related to the motivation of adult learning: [4] [5]
Knowles believes that preparation for learning is related to the relevance of learning to adult life, and that they bring an ever-expanding experience that can serve as a learning resource. [ 25 ] Andragogy proposes the following six main assumptions about adults as learners:
An adult learner—or, more commonly, a mature student or mature-age student—is a person who is older and is involved in forms of learning. Adult learners fall in a specific criterion of being experienced, and do not always have a high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one. [1]
His key assumptions about adult learners were: Adults are motivated to learn as they experience needs and interests that learning will satisfy. Adults’ orientation to learning is life-centered. Experience is the richest source for adult’s learning. Adults have a deep need to be self-directing. Individual differences among people increase ...
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.
The educator assists adult learners in becoming more critical in assessing assumptions, better at recognizing frames of references and alternate perspectives, as well as effective at collaborating with others to assess and arrive at judgments in regards to beliefs.
The 1992 National Adult Literacy Survey (NALS) provided detailed information on the skills of the adult population as a whole. The survey interviewed about 26,000 people aged 16 and older: a nationally representative sample of about 14,000 people and an additional 12,000 surveys from states which opted into state-level assessments.
Stage theories of development rest on the assumption that development is a discontinuous process involving distinct stages which are characterized by qualitative differences in behavior. They also assume that the structure of the stage is not variable according to each individual; however the time of each stage may vary individually. [ 1 ]