Andragogy

".....andragogy is simply another model of assumptions about adult learners to be used alongside the pedagogical model of assumptions, thereby providing two alternative models for testing out the assumptions as to their 'fit' with particular situations. Furthermore, the models are probably most useful when seen not as dichotomous but rather as two ends of a spectrum , with a realistic assumption (about learners) in a given situation falling in between the two ends" (Knowles, 1980, p. 43 ) Andragogy was formulated by a German teacher in 1833 by Alexander Kapp. He used it to describe elements of Platos education theory, andr - meaning 'man' and agogos meaning 'leading'. The term andragogy seemed to have disappeared but in 1968 a professor in Boston University used the word andragogy in his journal thus catching all the adult learners attention. Knowles characterised four characteristics of adult learners, pointing out that assumptions of child learners are completely different to adult learners on which the traditional pedagogy is hypothesised. The fifth point was added later. Self concept: his or her self concept of personality becomes a self directed being rather than a dependent individual. Experience: accumulate a reservoir of experience thus becoming a base to build learning. Readiness to learn: his or her readiness to learn becomes associated with the developmental tasks of the social roles. Orientation to learning: because the individual is maturing in time, his/her perspective changes from postponed application of knowledge to immediacy of application and from subject centeredness to performance centreredness. Motivation to learn: motivation to learn becomes internal as a person matures. Androgogy requires that adult learners to identify their learning needs and how can those needs be satisfied. It insists that learning should be active rather than a passive process. When concerned with solving problems adult learning is most effective. There are some issues with Knowles theory, Merriam and Caffarella (1991: 249) says that the conception of adragogy is an attempt of build a model of adult learning that is weighed in the endowment of adult learning. Second problem with Knowles ardrogogy is the extensive use of a model of relationship copied from humanistic clinical psychology, especially the qualities of good facilitation this was argued by Carl Rogers. But Knowles adds in other points which becomes a
important to scientific curriculum thus making and behaviour modifications. He uses ideas from
psychologists working in two different and opposing therapeutic traditions (behavioural and humanist) thus meaning the model is quite not right. Third is that the model is not clear whether this is a theory or assumptions about learning. It could be that he defined androgogy as an art and science in helping adults learn against pedagogy. Overall the important point in adragogy is perspective: the instructor being viewed as authority figure to a facilitator in the learning process. Due to this shift in this model of education to more collaborative learning process, one has played an important role in continuation of education through the excitement of education and this role will continue to grow even more as adults return to the educational environment late in their life.

Resources
 Knowles, M. S. (1980). Modern practice of adult education: From pedagogy to andragogy. Revised and updated. Chicago: Follett Publishing Company, Association Press.
 Merriam, S. B. and Caffarella, R. S. (1991)Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass