{"id":49,"date":"2025-01-08T08:38:00","date_gmt":"2025-01-08T08:38:00","guid":{"rendered":"https:\/\/routledgelearning.com\/theadultlearner\/?post_type=content&p=49"},"modified":"2025-02-21T15:54:17","modified_gmt":"2025-02-21T15:54:17","slug":"chapter-01-introduction-to-adult-learning","status":"publish","type":"content","link":"https:\/\/routledgelearning.com\/theadultlearner\/student-guide\/chapter-01-introduction-to-adult-learning\/","title":{"rendered":"Chapter 01: Introduction to adult learning"},"content":{"rendered":"\n
\n
\n

Abstract<\/h2>\n\n\n\n

In the early 1970s, when andragogy and the concept that adults and children learn differently was first introduced in the United States by Malcolm Knowles, the idea was groundbreaking and sparked a great deal of research and controversy. Since the earliest days, adult educators have debated the essence of andragogy. It is a transactional model that speaks to the characteristics of the learning transaction, not to the esoteric goals and aims of that transaction. Thus, andragogy is applicable to any adult learning transaction, from community education to human resource development in organizations. Care must be taken to avoid confusing core principles of the adult learning transaction with the goals and purposes for which the learning event is being conducted. Adult education professionals should develop and debate models of adult learning separately from models of the goals and purposes of their respective fields that foster adult learning.<\/p>\n\n\n\n

Learning objectives<\/h2>\n\n\n\n

Learners will be able to:<\/p>\n\n\n\n

    \n
  1. Describe a brief history of andragogy.<\/li>\n\n\n\n
  2. Identify key factors related to adult learning.<\/li>\n<\/ol>\n\n\n\n

    Definition of Andragogy<\/h2>\n\n\n\n

    A set of core principles of adult learning that in turn enables those designing and conducting adult learning to build more effective learning processes.<\/p>\n\n\n\n

    Strengths:<\/em><\/p>\n\n\n\n