Malcolm Knowles, informal adult education, self-direction and andragogy

contents: introduction · malcolm knowles – life · adult informal education · malcolm s. knowles on andragogy · self-direction · conclusion · further reading and references · links Malcolm Shepherd Knowles (1913 – 1997) was a, perhaps ‘the’, central figure in US adult education in the second half of the twentieth century. In the 1950s he was the Executive Director of the Adult Education Association of the United States of America. He wrote the first major accounts of informal adult education and the history of adult education in the United States. Furthermore, Malcolm Knowles’ attempts to develop a distinctive conceptual basis for adult education and learning via the notion of andragogy became very widely discussed and used. Malcolm Knowles – a life Born in 1913 and initially raised in Montana, Malcolm S. Malcolm Knowles has talked about his mother helping him through her example and care to be a more ‘tender, loving, caring person’ (op. cit.). In 1959 Malcolm S. Malcolm S. 1. 2. Related: Learning theory

The Difference Between Pedagogy, Andragogy, And Heutagogy by Terry Heick Jackie Gerstein’s passionate thinking about learning is some of my favorite to read. She is rarely pulled down by trend or fad, but is unquestionably progressive and forward-thinking in her approaches to learning and thinking about learning. Further, we share a passion: self-directed learning. I’m embarrassingly interested in any kind of learning at all–formal or informal, self-directed or teacher-centered, authentic or academic. Gerstein’s presentation, “Education 3.0 and the Pedagogy of Mobile Learning” uses the concept of mobile learning as a spearhead into a broader discussion of how people learn–different approaches, different domains, and different technologies. The Difference Between Pedagogy, Andragogy, And Heutagogy In summary, the difference between pedagogy, andragogy, and heutagogy has to do with purposes and roles: Pedagogy: The institution and teacher decide what the student will learn and how they will learn it

4 Elements to Effective Adult Learning Adult Learning or Andragogy highlights that adult learners are fundamentally different in their methods of learning in comparison with children. As an L&D professional, you need to understand these differences and figure out the best methods that can be employed to meet the adult learning needs. With adult learners, you will encounter different types of expectations, demands, and challenges. While there are multiple methodologies to make this happen, there is a model proposed by Lila Davachi, Associate Professor of Psychology at New York University that is known to be very effective. 1) Attention "Learning that happens while multitasking cannot be generalized— and does not result in understanding or the ability to recall when needed." The first and foremost step in any learning is to gain the attention of the learner. In fact, Edward Hallowell, MD, Director of the Hallowell Center for Cognitive and Emotional Health has reiterated that true multitasking is only but a myth. 2) Generation

The AGES model The Adult Learning Theory - Andragogy - of Malcolm Knowles Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education. According to Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning. (Kearsley, 2010). The term andragogy can be supposedly equivalent to the term pedagogy. Knowles’ 5 Assumptions Of Adult Learners In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy). Knowles’ 4 Principles Of Andragogy In 1984, Knowles suggested 4 principles that are applied to adult learning: Find The best Authoring Tool to Design Great Courses for your Adult Learners Learn, choose and compare the top Authoring Tool Developers to create the Best Training Experience!! Application of Andragogy in Personal Computer Training I highly encourage you to read the 9 Tips To Apply Adult Learning Theory to eLearning.

The concept of ako / Aspects of planning / Teaching and learning te reo Māori / Curriculum guidelines / Home - Te reo Māori Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13 The concept of ako describes a teaching and learning relationship, where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. In te ao Māori, the concept of ako means both to teach and to learn. The principle of ako affirms the value of the pair and group learning approaches in which students interact with their peers, teacher, tasks, and resources. Ako … in a reciprocal learning relationship teachers are not expected to know everything. Embracing the principle of ako enables teachers to build caring and inclusive learning communities where each person feels that their contribution is valued and that they can participate to their full potential.

Learning theory: models, product and process Photo by Antenna on Unsplash Contents: introduction · what do people think learning is? · learning as a product · learning as a process · experience · reflective thinking · making connections · committing and acting · task-conscious or acquisition learning, and learning-conscious or formalized learning · the behaviourist orientation to learning · the cognitive orientation to learning · the humanistic orientation to learning · the social/situational orientation to learning · the constructivist/social constructivist orientation to learning · further reading · references · how to cite this article See, also, What is education? Over the last thirty years or so, ‘learning’ has become one of the most used words in the field of education. Yet, for all the talk of ‘learning’, there has been little questioning about what it is, and what it entails. There has been a similar situation in the field of education. [O]ther kinds of social learning are more sophisticated, and more fundamental. Taxonomies

Māori health models – Te Whare Tapa Whā With its strong foundations and four equal sides, the symbol of the wharenui illustrates the four dimensions of Māori well-being. Should one of the four dimensions be missing or in some way damaged, a person, or a collective may become ‘unbalanced’ and subsequently unwell. For many Māori modern health services lack recognition of taha wairua (the spiritual dimension). In a traditional Māori approach, the inclusion of the wairua, the role of the whānau (family) and the balance of the hinengaro (mind) are as important as the physical manifestations of illness. Taha tinana (physical health) The capacity for physical growth and development. Good physical health is required for optimal development. Our physical ‘being’ supports our essence and shelters us from the external environment. Taha wairua (spiritual health) The capacity for faith and wider communication. Health is related to unseen and unspoken energies. The spiritual essence of a person is their life force. Taha whānau (family health)

Māori health models – Te Wheke Skip to main content Home > Our work > Populations > Māori health > Māori health models > Te Wheke Māori health Māori health models – Te Wheke Traditional Māori health acknowledges the link between the mind, the spirit, the human connection with whānau, and the physical world in a way that is seamless and uncontrived. Until the introduction of Western medicine there was no division between them. The concept of Te Wheke, the octopus, is to define family health. Te whānau – the familyWaiora – total wellbeing for the individual and familyWairuatanga – spiritualityHinengaro – the mindTaha tinana – physical wellbeingWhanaungatanga - extended familyMauri – life force in people and objectsMana ake – unique identity of individuals and familyHā a koro ma, a kui ma – breath of life from forbearersWhatumanawa – the open and healthy expression of emotion This model was developed by Rose Pere. Downloads Te Wheke (pdf, 1.9 MB) Page last updated: 18 May 2017 Share Print Email Feedback Back to top

28542 Human development theory: Māori models of human development Hauora [pronounced ho-or-a] (health and wellbeing) is seen in a holistic way by Māori and encompasses more than just physical health or the absence of illness. Two well-known Māori models of hauora are Mason Durie's Te Whare Tapa Whā model and Rose Pere's Te Wheke model. Te Whare Tapa Whā Te Whare Tapa Whā is a model of health and wellbeing for Māori that was developed by Sir Mason Durie. It is a holistic model of health because it doesn't just look at a person's physical health. In this model, the house stands for our overall holistic health. The four walls of Te Whare Tapa Whā are equally important. These are: Taha hinengaro – mental and emotional wellbeing.Taha tinana – physical wellbeing.Taha wairua – spiritual wellbeing.Taha whānau – social wellbeing. Here are some examples of what Te Whare Tapa Whā looks like in action. Te Wheke Rose Pere's Te Wheke model uses the image of an octopus to describe the interconnected aspects of Māori life that are important for learning and development.