Adult Learning Theory

Abstract

Abstract Andragogy, the art and science of helping adults learn, gained popularity in the 1970s, often based on Malcolm Knowles assumptions regarding adults as learners. This non-neuropsychological learning theory posits that adults see themselves as self-directed learners, can call on their prior experience as a resource for learning, and are motivated by the desire to improve in a social role and therefore are more problem- rather than subject-focused. Adults are more likely to engage when they are intrinsically motivated to learn. Although these assumptions may not hold across all adults at all times, it is a valuable framework for educators to use in determining approaches to teaching adults and addressing issues that may arise in self-direction, prior experience, and motivation.