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Chapter 5: Andragogy in practice: expanding the usefulness of the andragogical model


Abstract

Various authors present andragogy in different ways. Accordingly, it has often been difficult to precisely determine core assumptions of andragogy, and specifically their exact number. This difficulty stems from the fact that the number of andragogical principles has grown from four to six over the years as Knowles refined his thinking. Some of the sharpest criticism of andragogy has come from theorists operating from a critical philosophical perspective. Grace, for example, criticizes andragogy for focusing solely on the individual, and not operating from a critical social agenda or debating the relationship of adult education to society. Andragogy’s critics are correct in saying that andragogy does not explicitly and exclusively embrace outcomes such as social change and critical theory, but they are incorrect in thinking that it should. That andragogy does not speak to all possible goals and purposes of learning is not a weakness, but a strength, because andragogy can then transcend arenas of application.

Learning objectives

Learners will be able to:

  1. Describe the andragogy in practice model based on the six core adult learning principles.
  2. Identify the key differences that impact adult learning. 
  3. Apply the andragogy in practice framework.

Brainstorming

Think of a situation in which you would be a dependent/independent learner. Estimate in pairs how long it would take you to become independent if you started as a dependent learner.

Discussion Questions

Is andragogy always the best strategy for adult learning? Think of examples.

Video on the Andragogy In Practice Model

Reflection Questions

4.1           Discuss the ideas of adult learning and adult education and the implication of the differences.

4.2           Do you see andragogy’s focus on the learning transaction versus the goals and content of adult learning as a strength or a weakness? Discuss your position.

4.3           Discuss the utility of the andragogy in practice figure from a practitioner perspective.

4.4           In defending this extension of andragogy into practice, what would be your main supporting arguments?