"A great update of a classic. Should be required reading for anyone involved with adult learning in schools, businesses and communities."
- Sam Stern, Professor & Dean, School of Education, Oregon State University, USA
How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes?
These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely infl uential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve.
This update of a pioneering classic contains all Knowles’ original chapters alongside a newer second part by Elwood "Ed" Holton and Richard A Swanson charting the advancements on these core principles. A third section includes selected readings from previous editions to illustrate the theory’s evolution, as well as important articles from other key experts around the world for a comprehensive view.
This new edition includes:
- New chapter outlines, learning objectives and careful edits of Malcolm Knowles’ work to simplify the original theory
- Updates to the second part to refl ect the very latest advancements in the field
- Revisions throughout to make it more readable and relevant to your practices.
If you are a specialist or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you shouldn’t be without.
Part 1. The Roots of Andragogy
2. Exploring the World of Learning Theory
3. Theories of Learning
4. A Theory of Adult Learning: Andragogy
5. Theories of Teaching
6. An Andragogical Process Model for Learning
Part 2. Advancements in Adult Learning
7. Andragogy in Practice
8. Adult Learning within Human Resource Development
9. New Perspectives on Andragogy
10. Beyond Andragogy
11. The Future of Andragogy
Part 3. Practice in Adult Learning
12. Whole-Part ?Whole Learning Model
13. From teacher to facilitator of learning
14. Making things happen by releasing the energy of others
15. Some guidelines for the use of learning contracts
16. Core competency Diagnostic and Planning Guide
17. Personal Adult Learning Style Inventory
18. A Theory of Effective Computer-Based Instruction for Adults
19. International Research Foundation for Andragogy and the Implications for the Practice of Education with Adults
20. Andragogy: History, Meaning, Context, Function
Malcolm S. Knowles was one of the leading authorities on adult education in the second half of the twentieth century. He wrote the first major accounts of informal adult education and the history of adult education in the United States, authoring more than 200 articles and 18 books. He is famous for his adaptation of the theory of Andragogy as a conceptual basis for adult education and learning, and was a significant force in reorienting adult educators from 'educating people' to 'helping them learn'.
Richard Swanson is a past president of the Academy of Human Resource Development (AHRD), founding editor of Advances in Developing Human Resources, a scholarly journal sponsored by AHRD, and founding editor of the Human Resource Development Quarterly, the research journal of AHRD and American Society for Training and Development. The AHRD presented him with the Outstanding HRD Scholar Award in 2000 and in 2001 he was inducted into the International Adult and Continuing Education Hall of Fame. In 2004, he was inducted into AHRD's Human Resource Development Scholar Hall of Fame. He has performed consulting work for leading US corporations and is an internationally recognized authority on organizational change, performance improvement and financial analysis of human capital investments.
Elwood F. Holton holds an impressive record of accomplishments in adult and continuing education and human resource development. He is the founding editor of Human Resource Development Review, a past president of the Academy of Human Resource Development and author of over 200 publications, including academic and professional articles in HRD, performance improvement and psychology journals. In addition to his academic role as the Jones S. Davis Distinguished Professor of Human Resource, Leadership and Organization Development at Louisiana State University, he has more than twenty years' HRD and performance improvement consulting experience with a wide variety of private, public, and non-profit organizations.