Clinics in Medical Education

The Dynamics of Adult Learning: Theoretical Insights and Applications

Dario Winterton, MD

Published September 5, 2024 | Clinics in Medical Education 

Issue 2 | Volume 1 | August 2024

Before diving into the specifics of medical education and teaching, it is valuable to first understand the foundational concepts of adult learning theory, which addresses how adults learn, and how these differ from traditional theories focused on school-aged children.

Pedagogy

The term “pedagogy” originates from the Greek words παῖς (pais, meaning child) and ἀγωγός (agogos, meaning leader), highlighting its inherent association with teaching children. Developed from monastic schools and later adopted by public education systems, the pedagogical model was historically the primary framework for instruction. This model was even utilized when establishing adult education programs in the U.S. after World War I, resulting in adults being taught as if they were children until relatively recently.

The pedagogical model is based on several key assumptions:

  1. Need to Know: Learners are primarily motivated by the requirement to learn what is necessary to pass a course, with little emphasis on how the knowledge applies to their lives.
  2. Learner’s Self-Concept: In this model, learners are viewed as dependent individuals, which is appropriate in early childhood but becomes increasingly less suitable as they mature. This mis-match grows as the model is applied to older students and adults.
  3. Role of Experience: The learner’s own experiences are not considered valuable resources for learning; instead, the experiences of the teacher and textbook authors are prioritized. Thus, teaching techniques focus on the transmission of knowledge from teacher to student.
  4. Readiness to Learn: Learners are deemed ready to learn when the teacher determines they are prepared, rather than when they feel personally ready.
  5. Orientation to Learning: Learners have a subject-centered approach, viewing education as the acquisition of specific subject matter, often disconnected from real-world applications.
  6. Motivation: External factors, such as grades and approval, are the primary motivators for learning.

Androgogy

In contrast to pedagogy, andragogy—from the Greek Άνδρος (andros, meaning man)—is the theory and practice of teaching adults, developed by Malcolm S. Knowles in the 1970s.

Before exploring andragogy further, it is important to define what is meant by “adult.” There are four primary definitions:

  1. Biological: The age at which an individual is capable of reproduction.
  2. Legal: The age at which one can vote, obtain a driver’s license, marry legally, etc.
  3. Social: The age at which an individual assumes adult roles, such as full-time employment, marriage, or parenting.
  4. Psychological: The age at which an individual develops a self-concept of being responsible for their own life and decisions—this aspect is particularly critical in the application of adult learning theory.

The assumptions of the andragogical model include:

  1. Need to Know: Adults need to understand the relevance and benefits of learning something before engaging in the process. Significant effort is invested in comprehending the positive outcomes of learning and the drawbacks of not learning. Teachers and facilitators should help.
  2. Learner’s Self-Concept: Adults see themselves as self-directed individuals responsible for their own decisions, and they resist situations where they feel others are imposing their will on them.
  3. Role of Experience: Adults bring a wealth of diverse experiences to the learning environment, making adult learning groups more heterogeneous in terms of background and needs. Since adults’
    self-identity is closely tied to their experiences, any learning situation that disregards these experiences is likely to be rejected.
  4. Readiness to Learn: Adults are ready to learn when they recognize that the knowledge or skill is necessary for their personal or professional development. This readiness can be encouraged through exposure to superior performance, counseling, simulation, and other methods.
  5. Orientation to Learning: Adults prefer a life- or task-centered approach to learning, where information is presented in a real-world context, making it more relevant and applicable to their lives.
  6. Motivation: Adult learners are motivated by both external factors (such as promotions or salary increases) and internal factors (such as job satisfaction and self-esteem).

Table 1

Assumptions of learning models

Conclusion

Table 1 provides a summary and comparison of the assumptions underlying these two educational models. It is essential to recognize that pedagogy and andragogy are not mutually exclusive but exist on a continuum, with different techniques being more appropriate at various stages of education. Evaluating the assumptions for each educational scenario can help create more effective learning experiences, particularly when working with adult learners.

REFERENCES

1. Malcolm S. Knowles, Elwood F. Holton III, Richard A. Swanson – The Adult Learner (7th Edition), Elsevier, 2011.