简介
"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.
* Provides a theoretical framework for understanding adult learning issues both in teaching and workplace environments
* Essential reading for a wide audience of practitioners and students in the field of adult learning and human resource development
* Incorporates Knowles' classic theories on adult learning alongside the latest advances in the principles and practice of adult education
目录
Front Cover 1
The Adult Learner 4
Copyright 5
Dedication 6
Contents 8
Preface 12
Chapter 1 - Introduction 14
Plan for the Book 16
Reflection Questions 18
Part 1 - The Roots of Andragogy 19
Chapter 2 - Exploring the World of Learning Theory 20
Why Explore Learning Theory? 20
What Is a Theory? 21
What Is Learning? 23
Summary 29
Reflection Questions 30
Chapter 3 - Theories of Learning 31
Proposers and Interpreters 31
The Concept of Part and Whole Models of Development 35
Summary 45
Reflection Questions 46
Chapter 4 - A Theory of Adult Learning: Andragogy 47
Two Streams of Inquiry 48
Contributions from the Social Sciences 56
Contributions from Adult Education 65
The Roots of Andragogy: an Integrative Concept 69
An Andragogical Theory of Adult Learning 72
Summary 82
Reflection Questions 84
Chapter 5 - Theories of Teaching 85
Principles of Teaching from Theories of Learning 85
Teaching Concepts Derived from Learning Theories About Animals and Children 88
Teaching Concepts Derived from Learning Theories of Adults 96
Concepts of Teaching Derived from Theories of Teaching 106
Perspective Transformation/Critical Reflectivity 117
Change Theory 119
Summary 124
Reflection Questions 125
Chapter 6 - An Andragogical Process Model for Learning 127
Preparing the Learner 129
Establishing a Climate Conducive to Learning 130
Creating a Mechanism for Mutual Planning 134
Diagnosing the Needs for Learning: Constructing a Model 136
Assessing Discrepancies 137
Formulating Program Objectives 138
Designing a Pattern of Learning Experiences 142
Operating the Program (conducting Learning Activities) 143
Evaluating the Program 143
Contract Learning\u2014a Way to Put It All Together 146
The Evolving Meaning of Human Resources Development 147
Reflection Questions 149
Part 2 - Advancements in Adult Learning 150
Chapter 7 - Andragogy in 颅Practice 151
History of Andragogical Assumptions 151
An Individual-transactional Framework 153
A Dynamic View of Andragogy 155
Integrated System or Flexible Assumptions? 156
The Andragogy in Practice Model 159
Applying the Andragogy in Practice Framework 167
Case Example 1: Adult Basic Education Program 170
Case Example 2: Management Development Program 172
Summary 174
Reflection Questions 175
Chapter 8 - Adult Learning Within Human Resource Development 176
Human Resource Development Goals 176
Human Resouce Development and Performance Improvement 178
Human Resource Development and Adult Learning 181
The Premise of Individuals Controlling their Own Learning 184
The Phases of the Adult Learning Planning Process 185
Adults Determine their Own Learning Needs 186
Adults Create and Implement their Own Learning 188
Adults Evaluate their Own Learning 190
Conclusion 192
Reflection Questions 193
Chapter 9 - New Perspectives on Andragogy 194
The Learner\u2019s Need to Know 194
Self-directed Learning 196
Prior Experiences of the Learner 201
Readiness to Learn 205
Orientation to Learning and Problem Solving 208
Motivation to Learn 210
SUMMARY 211
Reflection Questions 214
Chapter 10 - Beyond Andragogy 215
Individual Differences in Adult Learners 215
Learning How to Learn 227
Developmental Perspectives on Adult Learning 231
Summary 239
Reflection Questions 241
Chapter 11 - The Future of Andragogy 242
The Concept and Philosophy of Andragogy 242
Research on Andragogy 244
The Practice of Andragogy 254
Summary 256
Reflection Questions 256
Part 3 - Pract ices in Adult Learning 257
Chapter 12 - Whole\u2013Part\u2013Whole Learning Model 258
Introduction 258
Model Overview 259
The First Whole of the Whole-Part-Whole Learning Model 260
The Second Whole of the Whole-part-whole Learning Model 263
The Parts of the Whole-part-whole Learning Model 266
Summary 266
Reflection Questions 269
Chapter 13 - From Teacher to Facilitator of Learning 270
Introduction 270
Never Before Worked So Hard 271
Inquiry Units and Teams 272
Reflection Questions 273
Chapter 14 - Making Things Happen by Releasing the Energy of Others 274
Introduction 274
Reflection Questions 283
Chapter 15 - Some Guidelines for the Use of Learning Contracts 284
Introduction 284
Why Use Learning Contracts? 284
How Do You Develop A Learning Contract? 285
Reflection Questions 290
Chapter 16 - Core Competency Diagnostic and Planning Guide 291
Introduction 291
Self-Diagnostic Rating Scale Competencies for the Role of Adult Educator/Trainer* 291
Reflection Questions 300
Chapter 17 - Personal Adult Learning Style Inventory* 301
Introduction 301
Scoring the Inventory 309
Interpretive Guide 311
Contemporary Learning: the Andragogical Model 312
Implications of The Models for Teacher/Trainers 313
Reflection Questions 313
Chapter 18 - A Theory of Effective Computer-Based Instruction for Adults 314
Introduction 314
The Theory 316
Discussion 333
Implications for Future Research 336
Summary 337
Chapter 19 - International Research Foundation for Andragogy and the Implications for the Practice of Education with Adults 338
Evolution of the Term Andragogy 340
Historical Antecedents Shaping the Concept of Andragogy 341
Comparison of the American and European Understandings of Andragogy 342
Popularizing and Sustaining the American and World-Wide Concept of Andragogy 344
Theory, Research and Definition of Andragogy 345
Conclusions: Implications of Applying the Findings to Practice, Theory or Research 346
Chapter 20 - Andragogy: History, Meaning, Context, Function 348
The History of Andragogy 349
The Second and Third Invention 350
Andragogy: A Banner for Identity 351
Issues with Andragogy 353
The European Development: Towards Professionalization 353
Adult Education or Education of Adults? 355
Andragogy: Academic Discipline 356
References 358
Author Index 403
Subject Index 407
The Adult Learner 4
Copyright 5
Dedication 6
Contents 8
Preface 12
Chapter 1 - Introduction 14
Plan for the Book 16
Reflection Questions 18
Part 1 - The Roots of Andragogy 19
Chapter 2 - Exploring the World of Learning Theory 20
Why Explore Learning Theory? 20
What Is a Theory? 21
What Is Learning? 23
Summary 29
Reflection Questions 30
Chapter 3 - Theories of Learning 31
Proposers and Interpreters 31
The Concept of Part and Whole Models of Development 35
Summary 45
Reflection Questions 46
Chapter 4 - A Theory of Adult Learning: Andragogy 47
Two Streams of Inquiry 48
Contributions from the Social Sciences 56
Contributions from Adult Education 65
The Roots of Andragogy: an Integrative Concept 69
An Andragogical Theory of Adult Learning 72
Summary 82
Reflection Questions 84
Chapter 5 - Theories of Teaching 85
Principles of Teaching from Theories of Learning 85
Teaching Concepts Derived from Learning Theories About Animals and Children 88
Teaching Concepts Derived from Learning Theories of Adults 96
Concepts of Teaching Derived from Theories of Teaching 106
Perspective Transformation/Critical Reflectivity 117
Change Theory 119
Summary 124
Reflection Questions 125
Chapter 6 - An Andragogical Process Model for Learning 127
Preparing the Learner 129
Establishing a Climate Conducive to Learning 130
Creating a Mechanism for Mutual Planning 134
Diagnosing the Needs for Learning: Constructing a Model 136
Assessing Discrepancies 137
Formulating Program Objectives 138
Designing a Pattern of Learning Experiences 142
Operating the Program (conducting Learning Activities) 143
Evaluating the Program 143
Contract Learning\u2014a Way to Put It All Together 146
The Evolving Meaning of Human Resources Development 147
Reflection Questions 149
Part 2 - Advancements in Adult Learning 150
Chapter 7 - Andragogy in 颅Practice 151
History of Andragogical Assumptions 151
An Individual-transactional Framework 153
A Dynamic View of Andragogy 155
Integrated System or Flexible Assumptions? 156
The Andragogy in Practice Model 159
Applying the Andragogy in Practice Framework 167
Case Example 1: Adult Basic Education Program 170
Case Example 2: Management Development Program 172
Summary 174
Reflection Questions 175
Chapter 8 - Adult Learning Within Human Resource Development 176
Human Resource Development Goals 176
Human Resouce Development and Performance Improvement 178
Human Resource Development and Adult Learning 181
The Premise of Individuals Controlling their Own Learning 184
The Phases of the Adult Learning Planning Process 185
Adults Determine their Own Learning Needs 186
Adults Create and Implement their Own Learning 188
Adults Evaluate their Own Learning 190
Conclusion 192
Reflection Questions 193
Chapter 9 - New Perspectives on Andragogy 194
The Learner\u2019s Need to Know 194
Self-directed Learning 196
Prior Experiences of the Learner 201
Readiness to Learn 205
Orientation to Learning and Problem Solving 208
Motivation to Learn 210
SUMMARY 211
Reflection Questions 214
Chapter 10 - Beyond Andragogy 215
Individual Differences in Adult Learners 215
Learning How to Learn 227
Developmental Perspectives on Adult Learning 231
Summary 239
Reflection Questions 241
Chapter 11 - The Future of Andragogy 242
The Concept and Philosophy of Andragogy 242
Research on Andragogy 244
The Practice of Andragogy 254
Summary 256
Reflection Questions 256
Part 3 - Pract ices in Adult Learning 257
Chapter 12 - Whole\u2013Part\u2013Whole Learning Model 258
Introduction 258
Model Overview 259
The First Whole of the Whole-Part-Whole Learning Model 260
The Second Whole of the Whole-part-whole Learning Model 263
The Parts of the Whole-part-whole Learning Model 266
Summary 266
Reflection Questions 269
Chapter 13 - From Teacher to Facilitator of Learning 270
Introduction 270
Never Before Worked So Hard 271
Inquiry Units and Teams 272
Reflection Questions 273
Chapter 14 - Making Things Happen by Releasing the Energy of Others 274
Introduction 274
Reflection Questions 283
Chapter 15 - Some Guidelines for the Use of Learning Contracts 284
Introduction 284
Why Use Learning Contracts? 284
How Do You Develop A Learning Contract? 285
Reflection Questions 290
Chapter 16 - Core Competency Diagnostic and Planning Guide 291
Introduction 291
Self-Diagnostic Rating Scale Competencies for the Role of Adult Educator/Trainer* 291
Reflection Questions 300
Chapter 17 - Personal Adult Learning Style Inventory* 301
Introduction 301
Scoring the Inventory 309
Interpretive Guide 311
Contemporary Learning: the Andragogical Model 312
Implications of The Models for Teacher/Trainers 313
Reflection Questions 313
Chapter 18 - A Theory of Effective Computer-Based Instruction for Adults 314
Introduction 314
The Theory 316
Discussion 333
Implications for Future Research 336
Summary 337
Chapter 19 - International Research Foundation for Andragogy and the Implications for the Practice of Education with Adults 338
Evolution of the Term Andragogy 340
Historical Antecedents Shaping the Concept of Andragogy 341
Comparison of the American and European Understandings of Andragogy 342
Popularizing and Sustaining the American and World-Wide Concept of Andragogy 344
Theory, Research and Definition of Andragogy 345
Conclusions: Implications of Applying the Findings to Practice, Theory or Research 346
Chapter 20 - Andragogy: History, Meaning, Context, Function 348
The History of Andragogy 349
The Second and Third Invention 350
Andragogy: A Banner for Identity 351
Issues with Andragogy 353
The European Development: Towards Professionalization 353
Adult Education or Education of Adults? 355
Andragogy: Academic Discipline 356
References 358
Author Index 403
Subject Index 407
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