Life Long Learning Theories



Life Long Learning Theories

Introduction

Malcolm Knowles is a highly recognized and extremely influential figure in the field of adult education. Knowles's work and background in adult education mainly stems from the humanistic approach, however his greatest contribution is his theory of andragogy.  Knowles's theory of andragogy and his view on adult education in general revolves around the notion that adult learners are individually motivation and that it is self-actualization that drives their success. With that being said, because Knowles believed so strongly in adult learners taking responsibility for the course of their education he outlined four assumptions that he claimed were necessary in the design of adult learning. These assumptions include (Brookfield, 2003): (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value. Knowles's theory of andragogy focuses more on the process of learning rather than what is being learned because with adult learners it is the correct process that will make them successful.

Discussion

Androgogy/ Pedagogy

Pedagogy can be defined as the set of principles and methods as referred to learn. It refers to a global reflection on the educational activity. It considers all the variables involved in the teaching / learning process.

The andragogy is presented as a teaching approach which by definition takes into account the characteristics of the adult learner.

Andragogy "art of teaching adults" is defined in opposition to the teaching "the art of teaching children and adolescents" and thus distinguished point by point. The opposition is based on the principle that the adult learner is to be specific, different from the child and therefore andragogy is a specific teaching practice, different pedagogy.

The origins of andragogy

The issue of adult education is not new.

For teachers of antiquity (Confucian, the Hebrew prophets, Aristotle, Plato, Cicero, ...), training was a process of active investigation and not passive reception of content. Several teaching methods have been developed to actively engage their audience. Chinese and Hebrews invented the "case method" (describe problem situations, the analysis found satisfactory solutions), the Greeks invented dialogues (questions to guide thinking) Romans advocated method challenges (asserting a position and defend it by arguing).

Lindeman established in The meaning of adult education (1926), the foundations of a methodological approach to adult education. "Adult education will be considered in terms of situations and not programs. In the traditional educational system, the opposite is true, the main actors are teachers and programs, students being only secondary elements. The ... training program for adults is designed around the needs and interests of the latter. Any adult faces, whether in employment, leisure, family life, his life within a community or other situations in which it must make an effort to adapt ..... The experience of learners is a key element of adult education. If learning, that's life, and then life is also a source of learning. "

The characteristics of adults

Need To Know: adults are motivated ...