Knowles Six Principles of Andragogy

Dr. Knowles's Six Principles for Andragogy

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1. Need to know (Adults need to understand the relevance of their learning). "Why do I need to learn this?", What learning will happen?" and "How will the learning occur?" Adult learners must first understand and be convinced of the need for the presented topic before undertaking the education process. Thus, designing adult educational programs, explaining the importance of the topic, and translating the topic to real-life scenarios aid in answering the "Why do I need to learn this?" question and improving outcomes. 

 

 2. Self-Concept (People become less dependent and more self-directed as they mature). Instructors should respect

     that adults aim to learn self-directedly, take responsibility in their learning process, and expand on the presented

     information. Since adult student experiences are a valuable resource, both the instructor and the students may take part in

     developing activities that address the learner's needs and are acceptable to both parties. Moreover, active participation in

     group projects and collaborative activities is also encouraged as it promotes the outlook of being a capable adult. 

 

 3. Experience (Adults have rich life experiences that affect their learning). The instructor should promotediscussions

     about how our experiences integrate with the material presented. This can help integrate multiple student experiences into

     the topic being discussed. Moreover, the sharing and use of prior experience can promote the integration of the presented

     topic with real-life scenarios, aiding in translating the topic to everyday life. Finally, the content presented while targeting a

     specific topic should be flexible as it can evolve throughout the course. 

 

 4. Readiness to Learn (Adult readiness to learn is related to the roles adults play in their lives). Adults will be more

     ready to learn a topic if it directly relates to their needs. Thus, they look for learning material that can be immediately

     applied to fulfill specific goals and/or solve real-life problems. Important for readiness are Direction and Support:

    Direction: How much assistance is needed? It's a factor of the learner's competence and general dependency in a

     specific area. Support: How much encouragement is needed from others is a factor of the adult learner's commitment and

     confidence in their ability to learn. 

 

 5. Orientation to learning (Adults need immediate application for their learning). Adult learners are problem or

     process-oriented and less subject or content-oriented. Thus, lessons should not jump from subject to subject (e.g., from math

     to English); instead, they should be designed around a problem and the ways to solve such or a process and how to

     implement such outside the learning environment (i.e., authentic learning activities)—designing adult educational programs

     in a contextualized fashion aids in moving from self-experiential to generalized integration and implementation of the

     topic. 

 

 6. Motivation to learn (Adult motivation comes from internal rather than external sources). All adult learners need to be appreciated, valued, and respected. Motivation in adult learners is primarily driven by internal factors (intrinsic) such as self-esteem, control and choice, curiosity, and the desire and subsequent satisfaction of achieving a goal. In contrast, while still important, motivation from external factors (extrinsic) such as rewards (e.g., promotions, salary changes, career advancement) is lower among adult learners. The instructor should create material that promotes curiosity and passion in adult learners. 

 

Criticisms: Due to the diversity in groups' backgrounds and experiences, the principles may not be globally adaptable. In addition, if teaching a sole individual, several of the principles from Knowles' theory may need to be more efficient as they will lack the power to share multiple experiences that may aid in translating a concept to real-life scenarios. Moreover, a lack of confidence or additional internal factors may reduce self-motivation and participation. Overall, Knowles' principles of Andragogy can be cataloged as good teaching practices that can be applied to adult and young learners.