INTRODUCTION Many of the findings from the early research have been integrated Although into an adult learning

was model in use known as as early andragogy. as 1833, the word "andragogy"

Malcolm Knowles is generally credited with popularizing concept in the United States in the 1970s. Knowles defined andragogy as "the art and with science the of helping of adults learn," which he which says he was contrasted use "pedagogy,"

originally concerned with helping children learn (as testified to by the etymology of the word). Over time, the use of the word pedagogy became so entwined with instructional design in general that the two have become virtually synonymous. In fact, today most people mean instructional design as a whole when they use the word "pedagogy." According to Knowles, andragogy rests on four crucial assumptions about adult learners and how they differ from child learners. Andragogy assumes that, as people mature (1) their selfconcept moves from dependence to self direction, (2) their growing reservoir of experience begins to serve as a resource for learning, (3) their readiness to learn becomes oriented increasingly toward the developmental tasks of their social roles, and (4) they begin to want to apply what they have learned right away to life's real challenges.

ANDRAGOGY VERSUS PEDAGOGY Andragogy consists of learning strategies focused on

adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning: 1. Adults need to know the reason for learning something (Need to Know) 2. Experience 3. Adults need (including to be error) provides for the basis for on learning activities (Foundation). responsible their decisions education; involvement in the planning and evaluation of their instruction (Self-concept). 4. Adults are most interested to their in learning and/or rather subjects personal than having lives immediate 5. Adult 6. Adults relevance is work

(Readiness). learning respond problem-centered better to contentexternal oriented (Orientation). internal versus motivators (Motivation).

Pedagogy is the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction. Pedagogy is also occasionally referred to as the correct use of instructive strategies. the In correlation own with those instructive strategies instructor's philosophical

\beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher.

The

tables

on

the

following

pages

summarize

the

basic

differences between traditional pedagogy and andragogy.

REFERENCES

Claude Whitmyer. (1999). Andragogy versus Pedagogy. Retrieved 6 January 2011, from http://www.buildyourcourseonline.net/ articles/andragogy_versus_pedagogy.pdf Malcolm Knowles.(1984). Theory Into Practice. Retrieved 6

January 2011, from http://tip.psychology.org/knowles.html Webster's definition of Pedagogy. Retrieved 6 January 2011, from www.webster-victionary.org