Running head: Malcolm Knowles

Malcolm Knowles: A Pioneer in Adult Learning Theory Weston S. Fellows Towson University

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Malcolm Knowles: A Pioneer in Adult Learning Theory Malcolm Knowles, born in 1913 in Livingston Montana, is often referred to as The Father of Adult learning. In 1925, after his time in Montana, he moved to Florida with his family and from there went on to graduate from Harvard in 1934 before entering the Fletcher School of Law and Diplomacy. In 1941 Knowles joined the Navy as a communications officer; after leaving the Navy in 1946 he moved to Chicago with his wife Hulda and son Eric. Once there he enrolled at the University of Chicago and pursued a masters degree and later a doctoral degree. While studying at Chicago Knowles was strongly influenced by Carl Rogers and Arthur Shedlin who first exposed him to the idea of behaving authentically as a teacher. Knowles published most of his documents from the 1950s through the late 1980s. His theory stems from the influence of Rogers and Shedlin and he completes most of his research through actual teaching and his own experiences. Knowles is such an interesting theorist because, according to Bell, those who knew him were extremely interested in what he had to say and wanted to sit in on his classes because he was so effective as a teacher (Bell, 2003). In his Memoriam of Malcolm Knowles, John Henschke (1980) observed that Malcolm-he insisted that all of his students call him by his first nameput the field of adult education on the map, legitimized the field of adult education, and helped build the theory of adult education. Henschke made it clear in his Memoriam that what really made Malcolm special was that he practiced what he preached; he was assiduous in making sure that when teaching he was actually employing the theories about which he wrote. Knowles has authored 19 books and more than 200 journal articles on the topic of Andragogy; Knowles primary belief was that adults should be treated as adults both in and out of the classroom, regardless of the learning environment (Henschke, 1980). Bell (2003) notes that three of the more noted of Malcolms works are: Self

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directed learning, 1975; Adragogy in action: applying modern principles of adult learning, 1984; and Using learning contracts, 1986 (Bell, 2003). Knowles (1975) subscribes to the belief of adult learning which he describes as the art and science of helping maturing beings learn (Knowles 1975). In his journal article Adult education, new dimensions, (1975) Malcolm Knowles examines the idea that adult learners need to feel invested in their learning and need to be able to learn at their own pace. One problem Knowles acknowledges with this is that learners have been so conditioned throughout their years of schooling to be dependent learners that this idea of self directed; intrinsic learning is often a hurdle because learners have not developed the attitudes and skills to take responsibility for their own learning. Knowles addresses the idea that learning is something that needs to take place over a lifetime and as people move on with their lives people have different times available to them for learning. A second issue is that there are not many teachers or instructors who are trained in how to serve as facilitators of adult learners. Knowles acknowledges the disparity of teachers able to act as facilitators of adult learners and pledges to focus his efforts towards training more teachers in how to work with adult learners (Knowles, 1975). In Knowles article: Malcolm Knowles onhow to get people to be self directed learners? Knowles (1980) explains his process on one method of effectively easing adult learners into self directed learning. According to Knowles it is important to not heedlessly throw people into a self direct learning environment; the process is chunked down into four distinct categories that can take place over a varied time period: 1. A relationship, climate building exercise 2. A cognitive map of self directed learning 3. Skill practice exercise

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4. Constructing a learning contract The first step, a climate building exercise serves to introduce the learners to each other and the facilitator as mutual helpers as opposed to competitors and builds trust. Knowles has his learners form groups of four to six participants and share the four following items: 1. Their jobs/roles 2. What sets them apart from others in the room 3. What resources they bring to the class that could benefit the good of the group 4. Any issues or concerns they hope will be dealt with throughout the course Knowles notes that he first provides students with a model of his own personal examples to the class. Knowles next completes a brief cognitive map of self directed learning. This brief presentation of research about the characteristics of adult learners provides students in the class with an overview of his adult learning theory. The presentation covers the ideas that adult learners need to be self directed; bring in previous experiences to make learning for themselves and their classmates relevant, learning needs to be task, problem, and life centered; and are intrinsically motivated to learn. Learning is said to have occurred if the student has internalized the concepts and have taken initiative to investigate the topic further. Knowles reinforces the idea that he makes it clear to his classes that what students learn through their own initiative they retain longer than knowledge that is imposed on them. In the next to last step Knowles has students practice a variety of exercises such as: reading a book proactively, interviewing experts, and giving and receiving help. The fourth and final step in the process is to construct a learning contract for a simple product such as improving public speaking and then a larger contract for the

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class. Knowles makes a final note that by going through this process the likelihood of adult learning retaining their groups and using their group members as a mode of support for learning has increased (Knowles, 1980). Knowles (1980) acknowledges the fact that this form of self directed learning is not the best approach in all situations. It is interesting and speaks to the validity of Knowles himself that he recognizes the validity of more traditional learning classrooms; in fact, is seems that by recognizing these cases he is, in fact, supporting the idea that there is no one size fits all learning theory. The example he gives for justifying straight indoctrination is if he were on the Titanic he would want the captain to give direct instructions and drill the passengers on proper procedure. Direct didactic learning is appropriate when learners are introduced to topics they are not familiar with such as learning how to operate machinery they have never seen before. Knowles concludes by clarifying that it is his belief that the self directed learning approach is appropriate when dealing with more complex human performances (Knowles, 1980). In his journal article Speaking from experience (1979) Malcolm Knowles presents his concepts of modern assumption of education, and draws conclusions about how his modern educational theories can be applied to professional learning communities. The first assumption Knowles addresses is that of the purpose of education; Knowles maintains that the purpose of education is to create a competent person who is able to apply knowledge to real life issues and the way to do this is through leaning in context. This differs from the traditional concept that we teach students what we think they need to know without using context in the hopes they will be able to apply this knowledge later in life. In the second assumption: nature of education, traditional belief is that a teacher imparts knowledge to students while Knowles modern assumption is that learning is a negation between the learner and the teacher who acts more as a facilitator. Traditional

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belief in this case deals with education being content centered while the modern belief views education as process centered. In the third assumption: regarding an environment conducive to learning, the traditional belief views the ideal classroom as rows of chairs facing forward with a lecture podium while the modern view believes education is most effective when learners can access the learning materials in a variety of methods or places that is convenient to them. In the fourth assumption: regarding professional development, the traditional belief is that once professional development is completed a person is ready to perform their job for the rest of their life. In modern belief a person must constantly engage in professional development or they are quickly outpaced. Traditional belief of the fifth assumption, educational responsibility is that education of children is the responsibility of society while the modern view is that society has great stake in the continued professional development of adults. The sixth and final assumption is regarding the nature of adult learning. Traditional belief is that the pedagogical model of learning is appropriate for both children as well as adults; the modern belief is that there is another, more appropriate model for adults. The andragogical model views the learner as more self directed learner with the ability to diagnose his or her own needs, resources, and learning objectives (Knowles, 1979). As an adult learner myself, I see Knowles theory on a daily basis, the most obvious of which is at this very moment as Im writing this paper outside of a classroom at a time convenient for me. A second example of adult learning theory is how professors often ask classes to get together in groups work together to find answers to a problem, the goal here is for students to help each other and hopefully learn something of relevant value. Along the idea of value is the concept of completing work that is real world relevant, for the Applied Psychology class students are asked to complete lesson plans for their assigned content area. This is not

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merely an exercise in futility, or a mock exercise to show the students how to complete a lesson plan it is, in fact, relevant and real because it is something that can be physically used in a classroom with actual students. Malcolm Knowles, Father of Adult Learning, was a pioneer in the field of teaching adult students. His work was highly acclaimed and led the way in the mid to late twentieth century learning for professional development. As an adult learner myself it has been quite interesting to learn about how self motivation, and real life relevancy is integral for an adult to take ownership over learning.

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References Bell, C. R. (1989). Malcolm. Training & Development Journal, 43 (10), 38. Henschke, J. (1997) In memoriam: Malcolm S. Knowles. Adult Learning, 9(2),2. Knowles, M.S. (1975). Adult education: new dimenstions. Educational Leadership, 33(2). 85. Knowles, M. S. (1979). The professional organization as a learning community. Training & Development Journal, 33(5), 36 Knowles, M. S. (1980). Malcolm Knowles onhow to get people to be self directed learners? Training &Development Journal, 34(5),96.