Week 6 Discussion
The concept of andragogy emerged from a German scholar, Alexander Knapp, in the 1800s but became popular in the 1960s. The term refers to the techniques and theories applied in adult education traced back to Hellenistic and Jewish human organizations. Loeng (2018) suggests that the andragogy concept emerged years before the children learning format was established. Its presence introduces ideal principles for addressing adult learning experiences. Ideally, the term asserts that grown-ups learn best when they desire knowledge, understand what, why, and how they gain it and develop a meaningful relationship with the learning contents and procedures linked to their past experiences. Knapp’s work remains unpursued until some scholars in the early 1900s took interest and publicized the concept (Loeng, 2018). However, the highest contributor was Malcolm Knowles, an American academician who defined the term as the scientific and artistic form of adult learning.
Some of the anagogical assumptions about adult learners are that they need to know why they should learn. Grown-ups understand the significance of education, but they need an ideal reason to engage if they have to indulge in the practice. Another assumption is that they learn experientially because every encounter has a lesson or something to remember. According to Loeng (2018), the desire to learn grows as one matures. Therefore, each experience shapes one’s motivation to acquire knowledge. Another assumption Knowles acknowledges is that grown-ups learn bet when the subject has immediate value like learning English to better communicate with foreigners or their learning children. The scholar also asserts that adults accumulate experiences that become a significant source of learning. Furthermore, they approach learning a problem-solving practice because they adopt practices or tools that offer solutions. There exists a belief that adults learning orientation changes from subject-centered to performance-based. Ideally, the topics learned become motivating factors for improved achievements and success rates. As a result, learning preparedness shifts toward developing individual tasks based on social roles. Overall, the andragogical assumptions on what, why, and how adults learn, including the development process that oversees their knowledge acquisition, shift from subject-oriented to performance-based. The beliefs follow observations documented over the years and translated by scholars like Knowles based on their experience.
I can approach the training process by establishing a program that allows adults to find time to learn, engage accordingly, and contribute to its expansion. Grown-ups have many learning challenges, including a lack of time, which I can address by scheduling training based on their availability. Night classes better suit most adults, but those with family responsibilities and work can become excluded. Therefore, I would extend to time to weekend lessons running for more extended sessions than during weekdays. Financial barriers also play a part in approaching the training process because the highest percentage has other commitments. I would establish an installment-based payment framework and ensure the charged amount is reasonable. Lack of a supportive community can also make adult learning challenges. In such cases, organizing community activities and fun-based learning practices creates a friendly, accommodating environment. Ideally, it shows societies the potential adult education accords to people and why they should embrace it. My training process will also account for flexibility because many adults have tight schedules, and therefore, combining physical learning with online sessions would suffice. Overall, I would approach the training process with adult-friendly features and practices designed to engage and motivate learners.