CAROL DONLON EDAE 668 COLORADO STATE UNIVERSITY SEPTEMBER 20, 2012 Portrait of Malcolm Shepherd Knowles ( )

My interest in Malcolm Knowles I selected Knowles for this portrait assignment for the following reasons: - Like myself, his career started with educating young adults. Although this was not his original plan (nor was it mine), it set him on a path to find new techniques to educate differently from his traditional educational experiences. - It was my own search for alternatives to effectively teach young adults that I enrolled in an Adult Education program and was introduced to Knowles and his theories. I have used his methods and guidelines ever since and have found it to be effective in helping adults learn.

Malcolm Shepherd Knowles ( ) Theorist Adult Educator Humanist Promoter of Adult Education & Self-directed Learning User of Learning Contracts The Father of Andragogy

Influenced by: Eduard Lindeman Carl Rogers Abraham Maslow Knowle’s Mother, Father and Scouting experiences

The Life of Malcolm Knowles born in Livingston, Montana attended Harvard, met Hulda and joined a university organization dedicated to social work 1934 – graduated from Harvard 1935 – Married Hulda, joined (NYA) National Youth Administration (Massachusetts), setting up courses to teach skills employers need to youth. NYA Supervisor of Training, Eduard Lindeman, mentors and inspires Knowles Became Director of Adult Education for the Boston YMCA Knowles credits the YMCA as providing a laboratory “for testing out ideas that had been generating from my reading and my experience…many of the ideas that later evolved as part of a comprehensive theory of adult learning had their genesis in that little laboratory” (Carlson, 1989, p. 115).

Knowle’s Life Continued 1949 – MA (Adult Ed) University of Chicago. Thesis becomes part of first book in 1950 – Informal Adult Education associate professor of Adult Ed at Boston University PhD. Began putting together works related to adult education movement meets Yugoslavian Adult Educator Dusan Savicevic who introduces the term Andragogy 1970 – produced text - The Modern Practice of Adult Education: Andragogy Versus Pedagogy and 1973, The Adult Learner 1974 – Joins North Carolina State University developing courses using andragogy model

Life Continued Published Self Directed Learning Retired Continued to consult, speak and conduct workshops related to adult learning Died of a stroke on Thanksgiving at his home in Arkansas Wrote over 230 articles related to andragogy

Theory that Knowles is Most Known For: Andragogy “The art and science of helping adults learn” ( Knowles, 1980, p. 43) “A Process model in contrast to the content models ” (Knowles, Holton, Swanson, 2011, p. 114). Knowles used andragogy to show how adults learn differently than children (pedagogy)

Andragogy “Andragogy as a system of ideas, concepts, and approaches to adult learning was introduced to adult educators in the United States by Malcolm Knowles” (Hiemstra, 1990, p. 1) Alexander Kapp, a German teacher, created the term and Knowles was introduced to it by Yugoslavian adult educator, Ducan Savicevic Knowles used the term as “both label and package for his product, self-directed learning” (Carlson, 1989, p. 113). “Andragogy tells us more about the characteristics of adult learners than about the nature of learning itself” ( Merriam, Caffarella & Baumgartner, 2007, p. 79).

Andrag0gy - 4 Assumptions about adult learners initially made by Knowles 1) Self-concept moves from dependence to self- direction 2) Experience becomes a resource for learning 3) Need to learn based on social roles 4) Orientation to learn becomes problem-centered rather than subject centered and one of immediate application rather than future application

2 Additional Assumptions later added by Knowles 5) Motivation to learn becomes internal as opposed to external 6) Need to see value in what they are learning, why they need to learn

Comparison of Assumptions between Pedagogy and Andragogy ElementPedagogyAndragogy Concept of the learnerDependentIncreasing self- directedness Role of learners’ experience Experience learners bring is of little worth. Experience is a rich resource for learning. Readiness to learnLearners are ready to learn what society says they should. Learners are ready to learn when they experience a need in order to deal with problems and situations. Orientation to learningSubject matter content to be used at a later time. Apply skills and knowledge to current life / immediate. Adapted from (Knowles,1980).

Process Elements of Andragogy compared to Pedagogy ElementPedagogical Approach Andragogical Approach ClimateAuthority oriented / Formal Relaxed, collaborative, respectful, informal PlanningTeacher drivenMutual planning by learner and facilitator Needs DiagnosisBy teacherBy mutual assessment ObjectivesSet by teacherMutual negotiation Learning plan designSubject / content drivenProblem units sequenced by readiness Learning techniquesTransmittalExperiential / inquiry EvaluationTeacherMutual re-diagnosis of needs and measurement of program Adapted from Knowles(1992) & Knowles (1995)as cited in Knowles, Holton & Swanson (2011)

Self-directed Learning Learning Contracts “… learners have the primary responsibility for planning, carrying out and evaluating their own learning experiences” (Merriam & Caffarella, 1991, as cited in Smith, 1996, p. 2 ) “Contract learning is, in essence, an alternative way of structuring a learning experience: It replaces a content plan with a process plan." (Knowles, 1986 as cited in Codde, 1996, 2006, p. 1). Knowles is also known for:

What is Self- directed learning? Knowles describes it as a process: in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating outcomes. (Knowles, 1975, as cited in Smith, 1996, p. 3).

Self-directed Learning 5 Step Model Self-directed learning involves: 1) Diagnosing learning needs 2) Formulating learning needs 3) Identifying human material resources for learning 4) Choosing and implementing appropriate learning strategies 5) Evaluating learning outcomes (Smith, 2002, p. 9-10).

Why self-directed learning? “They enter into learning more purposefully and with great motivation. They also tend to retain and make use of what they learn better and longer than do the reactive learners” (Knowles, 1975, as cited in Smith 2002, p.9).

What are Learning Contracts? “ An agreement between a student and institution or faculty member to acquire knowledge systematically either in the classroom or independently” (Codde, 2006, p. 2) “The learning contract specifies what is to be learned, how it is to be learned and how learning will be verified” (Fox, 1983 as cited in Codde, 2006).

Learning Contracts Include: 1) Learning objectives – skills, knowledge, attitude, values 2) Resources and strategies to achieve objectives 3) When they will be accomplished 4) Evidence showing objectives are achieved 5) How it will be evaluated Source used – Codde (2006)

Why use learning contracts? Solve problem of dealing with large differences within groups It is an active process promoting independence and responsibility for learning In line with andragogical model Learn more when taking initiative (Codde, 2006)

How to develop a learning contract. 1) Diagnose needs 2) Specify learning objectives 3) Specify learning resources and strategies 4) Specify evidence of accomplishment 5) Specify how the evidence will be evaluated 6) Review your contract (with resource people) 7) Carry out the contract 8) Evaluate your learning (Knowles, Holton & Swanson, 2011: )

Criticisms Of Knowles and His Theories Criticisms are many regarding: - Andragogy definition, being one of helping adults learn rather than other definitions such as “leader of adults” (Davenport, 1987, p.17). - Initially introduced andragogy as a dichotomy - andragogy vs. pedagogy - That andragogy is not a theory at all but rather best practices - That his ideas restate Lindeman’s - His assumptions are optimistic Despite criticisms, Knowles had a major impact on the field of adult education through his contributions.

Quotes on the Contributions of Malcolm Knowles “He did put the word ‘andragogy’ the art and science of helping adults learn, into the training vernacular” (Bell 1989, p. 1) “His impact in the field comes through his prolific and provocative writings as well as through those who have studied under Malcolm” (Bell 1989, p. 1) “Great ability to popularize andragogy as a legitimate theory, model, or method in adult education” (Davenport & Davenport, 1985, p. 5) “He seized upon a catchy term, made it a household word in adult education circles, and brought both andragogy and adult education to the attention of many disciplines” (Davenport & Davenport, 1985, p. 5)

Books by Knowles Wrote 18 books including: 1950 – Informal Adult Education: a guide for administrators, leaders, and teachers 1955 – How to develop better leaders Introduction to group dynamics 1973 – The adult learner: A neglected species 1975 – Self-directed learning: A guide for learners and teachers – The Adult Education Movement in the United States

Books by Knowles 1980 – The modern practice of adult education: From pedagogy to andragogy 1984 – Andragogy in action: Applying modern principles of adult education – Using learning contracts 1989 – The making of an adult educator 2005 – The adult learner: The definitive classic in adult education and human resource development

Who was Malcolm Knowles? “A Learner- perpetually reflecting, rethinking, and renewing… in a word, growing… The consummate mentor – one passionately interested and involved in helping others to grow” (Bell, 1989, p. 1). The father of Andragogy.

Sources Used Bell, C. (1989). Malcolm. Training & Development Journal. Retrieved from: 1G /malcolm-profile-author-malcolm.htmlhttp:// 1G /malcolm-profile-author-malcolm.html Carlson, R. (1989). Malcolm Knowles: apostle of andragogy. Vitae Scholasticae, 8:1, Codde, J. (1996, 2006). Using learning contracts in the college classroom. Retrieved from: Davenport, J. (1987). Is there any way out of the andragogy morass? Lifelong learning. 11:3, Davenport, J. & Davenport, J. Knowles or Lindeman: would the real father of American andragogy please stand up. Lifelong Learning. 9:3, 4-5.

Sources Continued Hartree, A. (1984). Malcolm Knowles’ theory of andragogy: a critique. International Journal of Lifelong Education. 3:3, Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Individualizing Instruction: San Francisco: Jossey- Bass. Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. New York: Cambridge. Knowles, M., Holton, E., & Swanson, R. (2011). The Adult Learner: The Definitive Classic in Adult Education and Development. New York: Elsevier. Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood. San Francisco: Jossey-Bass.

Sources Continued Smith, M. K. (1996). ‘Self-direction’, the encyclopedia of informal education. Retrieved from: Smith, M. K. (1996;1999). ‘Andragogy’, the encyclopedia of informal education. Retrieved from: Smith, M. K. (2002). ‘Malcolm Knowles, informal adult education, self-direction and andragogy’, the encyclopedia of informal education. Retrieved from: Tennant, M. (1986). An evaluation of Knowles’ theory of adult learning. International Journal of Lifelong Education. 6:2,