While today’s adult educators may lean heavily on andragogy, they may also explore other adult learning styles or theories, including transformative learning and experiential learning. Let’s take a closer look at these three primary types of adult learning theories:
Andragogy is credited for being developed by the educator Malcolm Knowles in the 1970s, but the theory has its roots in 1833 when a German teacher named Alexander Kapp organized the theory. (The term “andragogy” refers to the instruction of adults, whereas “pedagogy” refers to the instruction of children.) Since 1833, academics such as Eduard C. Lindeman and Martha Anderson expanded upon the concept, and then Malcolm Knowles added to it and popularized it in the 1970s.1
Within the andragogy model, there are six principles of adult learning:1
- Adult learners have a firm view of the self.
- Adult learners have a readiness to learn.
- Adult learning is purpose-driven; they need to understand the value of the material.
- Adult learners are intrinsically motivated to learn.
- Adults learn from their experiences.
- Adults prefer learning experiences oriented toward solving a problem or achieving a goal.
Jack Mezirow developed this theory of adult learning. This approach echoes one of the principles of andragogy regarding experiences. Specifically, transformative learning assumes that adult learners view educational material in light of their experiences.2
When a lesson plan is viewed through the lens of experiences, this viewpoint influences the interpretation of the lesson plan. In turn, this leads to a paradigm shift that affects future behaviors, mindsets and beliefs. Transformative learning suggests there are four sequential processes of learning:2
- Elaboration: Adults have experiences that reinforce their already-held beliefs or views.
- New beliefs: Adults have further experiences that prompt new beliefs. The new beliefs align with and serve to reinforce existing views.
- Re-evaluation: Still another new experience causes the individual to question their strongly held beliefs about their points of view.
- Habit of mind: Adults transform their biased habit of mind by engaging in critical self-evaluation. This fourth phase is least likely to occur; adults may only reach this fourth phase when they have experiences that fail to conform to their firmly held beliefs. As an example, if the person never travels abroad, then they are unlikely to ever challenge their biases about other countries and nationalities.
Psychologist David Kolb developed this theory of adult learning in the 1980s. It emphasizes the role of experiences in the learning process and states that individual learners can derive meaning from their own experiences. For learning to take place, an experience must also involve reflection and analytical reasoning. This theory also emphasizes the need for adult learners to apply what they have learned, and so decision-making and problem-solving skills are necessary.3
