Andragogy

Etymologically, the term 'andragogy' means "leading men" in Greek, as 'pedagogy' means "leading children" in the same language. So, andragogy is the equivalent of pedagogy; it refers to the principles and methods used to teach adults. The term was first used by the German educator Alexander Kapp in 1833; however, it became popular until the 20th century, due to the works of Malcolm Shepherd Knowles.

Knowles stated six assumptions related to the motivation of adult learners:

 1. Need to know. Adults need to know the reason or utility to learn something.

 2. Foundation. Experience lays the bases for new learning.

 3. Self-concept. Adults need to know and understand the role they play in the educational process, and to be responsible for their development.

 4. Readiness. Adults learn better when they find the contents taught useful for their professional lives.

 5. Orientation. Adult learning is problem-centered, rather than content oriented. Adults need practical knowledge.

 6. Motivation. Adults generally respond better to internal motivation rather than external. Their goals are already set.

Andragogy has also seven principles:



• Adults must want to learn. They only learn something when feel a strong inner motivation.

• Adults will learn only what they believe they need to learn. They chose what they want to learn according to their professional lives and interest. They are more selective and practical than children.

• Adults learn by doing. They need active practice and participation in class to get involved.

• Adult learning focuses on problem solving. The need to learn things that will surely help them in real life. They need to answer more realistic questions; therefoy, they need deeper and more practical knowledge.

• Prior experience affects adult learning. Prior knowledge can be positive or negative for adult learners, as it is inaccurate or complete.

• Adults learn best in an informal situation. Being in an inviting and collaborative environment encourages adults to learn better than a formal  and systematic class.

• Adults want guidance and consideration as an equal part in the educational process. They are already adults; they don't want to be told what is 'good' or 'bad' for them. They are mature enough for that.