The Adult Learning (bookreview)

Knowles, Malcolm S., Elwood F. Holton III and Richard A. Swanson. "The Adult Learning:
The Definitive Classic in Adult Education and Human Resource Development," 6th ed. New York: Elsevier, 2005. 378.

The authors of this book have extensively dealt with the idea of andragogy in theory and in its practical natures to implement in the human educational developments. The intention of the book is to articulate the adult education/learning in theories/principles and the practicality of it in the human resource development in the society. Andragogy has been described as “a set of guidelines, a philosophy, a set of assumptions, and a theory.” (1) Although there are different ways of defining it, the authors agreed to say that “it is an honest attempt to focus on the learner. In this sense, it does provide an alternative to the methodology-centered instructional design perspective.” (1) I agree with them that no single theory or model or method can define the phenomena of how adults learn. The authors’ position for explaining about andragogy is that “andragogy presents core principles for adult learning that in turn enable those designing and conducting adult learning to build more effective learning processes for adults.” (2) The authors also stated the strength of andragogy that “it is a set of core adult learning principles that apply to all adult learning situations.” (2)
The thesis of this book is “(1) the learner’s need to know, (2) self-concept of the learner, (3) prior experience of the learner, (4) readiness to learn, (5) orientation to learn, and (6) motivation to learn.”(3) These five concepts are explained and articulated throughout the book in theories and practices. These adult learning principles include “goals and purposes for learning, and individual and situational differences.” (4) Whatever I may be, an andragogy is to let the adult-learners accomplish their purposes for learning. According to the book, the authors have defined learning as “the process of gaining knowledge and/or expertise.” (17) I think that learning is not only gaining something new but also changing lives.
According to Malcolm S. Knowles, andragogy is “a theory” (1) which applies to the adult learning. Will an andragogy be a theory? Thus, this book is developed and written based on Knowles’ understanding of andragogy. The authors of this book defined theory as “a comprehensive, coherent, and internally consistent system of ideas about a set of phenomena.” (10) What is pedagogy and andragogy? What is the different between them? Pedagogy and andragogy have a very complex notion to define as theory. I think they are a philosophy of learning. A philosophy of how human beings learn. Theory cannot be applied in every situation but philosophy. Philosophy is more flexible than theory in the practical phenomena. Pedagogy is “a leader of child.” (61) It is based on a philosophy that a teacher should direct all learning activities and responsibilities because the learners (children) do not know about the subject. “It is teacher-directed education, leaving to the learner only the submissive role of following a teacher’s instructions.” (62) On the other hand, andragogy is a learner-centered education, where a teacher becomes a facilitator. In the andragogy, teacher somehow already has objectives and goals for the class. “Andragogy is any intentional and professionally guided activity that aims at a change in adult persons; andragogics is the background of methodological and ideological systems that govern the actual process of andragogy; and androgology is the scientific study of both andragogy and andragogics.” (60) Though they have different audiences, they focus on developing a learner’s psychology, philosophy, sociology, and intellect in the processes. They both aim for a change in the learners.
I disagree with Van Enchevort that “adult education required special teachers, special methods, and a special philosophy” (59) because I think that every learning situation needs special attention and method/setting. I agree with the authors that pedagogical education is transferring information and needed skills to learners and andragogical learning is facilitating learners to acquire and participate in the learning process. The teaching and learning models of children and adults are also different because children do not cognitively reflect what is needed for life but adults understand what should be learned so that he/she can use them right away. Although there are different approaches to children and adults learning, the common goal for pedagogy and andragogy is the developments of a learner in knowledge and the advancement of a society.
However, adults come to learn and take education based on the need and experiences they have faced in their lives. So, the philosophy of andragogy provides adults various learning environments where they can gain and improve their knowledge and skills. Thus, I agree with the authors that there are different theories/methods of teaching and learning. Among various theories, Dewey’s theory and concepts of teaching and learning based on “experience, democracy, continuity, and interaction” will be useful in the andragogical education. (92-96) It is also true that some people learn by imitating and critical reflection of thought and patterns. I agree with the authors that “andragogical model is a process model.” (115) Thus, it is different from pedagogical model of learning and teaching. “The difference is that the content model (pedagogical model) is concerned with transmitting information and skills, whereas the process model (andragogical model) is concerned with providing procedures and resources for helping learners acquire information and skills.” (115) Therefore, the learning environments have to be created, designed, and evaluated for the smooth flow of the learning processes.
The five principles of this book are practically applicable to andragogical education because adults come to learn for they know their needs, able to control themselves, experienced people, readiness to learn and use, know the problems, and motivated by their value and necessity. These five principles also provide the foundational andragogical learning goals and purposes and individual and situational differences. It is true that “adult learning is defined as the process of adults gaining knowledge and expertise.” (174) Thus, the procedures of “need, create, implement and evaluate” of adult theorical learning should be flexibly prepared and planned according to formal and informal education in the various environments. (175) Practically, andragogical learning is useful because it is “system of elements that can be adopted and adapted in whole or in part. It is not an ideology that must be applied totally and without modification. In fact, an essential feature of andragogy in flexibility.” (204)
It is also concentrated on “cognitive, personality, and prior knowledge” of adults so that those people who participate adult learning process will based their ability, energy, experience, and intellect to accomplish their goals and purposes. (205) It is true that “learning how to learn has increasing important in the workplace.” (229) To know how to learn and to attain good positions in the office or the company is essential and crucial for employees. I agree with the authors that “Knowles (1989) foresaw technology as one of the major forces shaping adult learning in the twenty-first century and a force that would be consistent with andragogy.” (236) Physically and psychologically, a teacher has to invite, support and encourage the adult-learners to participate/lead in discussions, solving problems, planning the learning processes, listening what they say about, and giving responsibilities in the learning processes. Universities, seminaries and colleges around the world are using online learning or internet for educational channels and purposes to transmit information. For example, moodle.ctsfw.edu can be used simultaneously from the four corners the world. As the world is advanced in technology, people will communicate and take education through andragogical internet learning where people can respond, answer and build an educational environments without the physical contacts.
But I think that andragogical learning will not be appropriate to apply in countries where their education system is pedagogy for centuries. It will be hard to suddenly change but andragogical learning will eventually be applied in the world. In my country, I do not see andragogical education system even in the universities. Most of the learning is teacher-directed education, and memorization is the core element of learning. Teacher-directed learning is not only used in Myanmar but also in the eastern education. Therefore, most of the eastern students will have to learn questioning and critical thinking in class when they come to the West. I personally have to adjust my learning system. I think there are advantages and disadvantages in the philosophy of andragogy. If a learner does not have many experiences and know nothing about the subject, he/she might need pedagogical learning model. The facilitator should also understand the education and experienced levels of the learners so that a teacher flexibly arrange and manage the learning environments.
The authors have uncovered several important information and procedures about the andragogical educations in theories and practical phenomena which are useful and helpful for us in reaching out the gospel of Christ Jesus to the whole world. We practically use the andragogical model of learning in the biblical education. I recommend this book to pastors, missionaries and professors to read. Pastors can use the philosophy of pedagogy as well as andragogy in the church.