AndragogySession 2

1Dr. Markovic 2015

All great teachers of ancient times were teaching adults

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The will to win, the desire to succeed, the urge to

reach your full potential…these are the keys that

will unlock the door to personal excellence.

~Confucius

Strong minds discuss ideas, average minds

discuss events, weak minds discuss people.

~Socrates

All men by nature

desire to know.

~Aristotle

Dr. Markovic 2015

Teaching in Ancient Times

• Learning was perceived as a process of mental inquiry, not passive reception of transmitted content.

• Ancient techniques for engaging learners• Chinese and Hebrews - case study method

• Greece - Socratic dialogue

• Rome - Confrontational methods

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• The root of andragogy

•Growing body of notions about adult learning started to emerge

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1926 American Association of Adult Education

• Scientific stream of inquiry • Discovering new knowledge through rigorous research

•Artistic stream of inquiry• Discovering new knowledge through analysis of experience • Concerned with how adults learn• Lindeman laid the foundation for a systemic approach to

adult learning• 6 key assumptions

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Lindeman’s Key Assumptions

1. Adults are motivated to learn as they experience needs and interest that learning will satisfy

2. Adults’ orientation to learning is life-centered

3. Experience is the richest source for adult’s learning

4. Adults have a deep need to be self-directed

5. Individual differences among people increase with age

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Identified the effects of subconscious mind on behavior

Human motivation stems from relentless search for pleasure

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• Introduced holistic approach to human consciousness • 4 ways to extract information and achieve understanding

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SENSATION

THOUGHT

EMOTION

INTUITION

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Abraham Maslow

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SELF-

ACTUALIZATION

ESTEEM

LOVE & BELONGING

SAFETY

PHYSIOLOGICAL NEEDSDr. Markovic 2015

Conceptualized student-centered teaching

5 Basic hypothesis

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1. We cannot teach another person directly, we can only facilitate their learning• People respond to notions shaped by their experience and

perception

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2. A person learns significantly only those things which he perceives as being involved in the maintenance of, or enhancement of, the structure of self.• Learning has to be relevant

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Dr. Markovic 2015

3. Experience which, if assimilated would involve a change in the organization of self, tends to be resisted through denial or distortion of symbolization.

4. The structure and organization of self appear to become more rigid under threat and to relax its boundaries when completely free from threat. Experience which is perceived as inconsistent with the self can only be assimilated if the current organization of self is relaxed and expanded to include it.

5. The educational situation that most effectively promotes significant learning is one in which (a) threat to the self of the learner is reducedto a minimum, and (b) differentiated perception of the field is facilitated.

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Why adults engage in continuing education?

Why are you perusing a master/doctoral degree?

Houl’s study aimed to answer that question

Identified 3 categories

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GOAL-ORIENTED LEARNERS

LEARNING-ORIENTEDLEARNERS

ACTIVITY-ORIENTED LEARNERS

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Dr. Markovic 2015

Pedagogy vs. Andragogy

CONTRAST AND COMPARE

1. Learner’s need to know

2. Self-concept of the learner

3. Prior experience of the learner

4. Readiness to learn

5. Orientation to learning

6. Motivation to learn

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