andragogy

Andragogy is the field of teaching and facilitating learning for adults, focusing on how adults learn differently from children. It emphasizes learner autonomy, practical relevance, and the use of prior experience as a resource for new knowledge. As a theoretical framework and set of instructional practices, it guides the design of adult education, lifelong learning programs, and workplace training.

The concept originated with Alexander Kapp in the 1830s and was later popularized in the 20th century by Malcolm S. Knowles. Knowles articulated six core assumptions about adult learners that influence instructional design: the need to know why they should learn something; the self-concept of learners as self-directed; the wealth of prior experience they bring to learning; readiness to learn tied to social roles and tasks; an orientation to learning that is problem-centered rather than content-centered; and motivation that is often intrinsic and internal rather than purely external.

Implications for practice include designing learner-centered experiences that acknowledge and build on experience, presenting learning as immediately relevant to real-life tasks, and encouraging self-direction, collaboration, and problem-solving. Assessments tend to emphasize the application of skills and knowledge in practical contexts rather than abstract recall.

Criticism of andragogy centers on concerns that the framework can overgeneralize about adult learning, may reflect Western and corporate contexts, and may not account for variability across cultures, tasks, and ages. In contemporary education, andragogical principles are often blended with pedagogical methods to accommodate diverse learners and settings.