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Malcolm Shepherd Knowles (August 24, 1913 – November 27, 1997) was an American adult educator, famous for the adoption of the theory of andragogy—initially a term coined by the German teacher Alexander Kapp.
Blaschke (2012) described Malcolm Knowles' 1973 theory as "self-directed" learning. The goals include helping learners develop the capacity for self-direction, supporting transformational learning and promoting "emancipatory learning and social action" (Blaschke, 2019, p. 76).
His book The Adult's Learning Projects was chosen as one of the ten classical books in adult education. He was named "one of six most often used authors" in a survey of the Adult Education Association in 1978. He received The Malcolm Knowles Memorial Award for significant lifelong contribution to the field of self-directed learning in 2006.
As Malcolm Knowles proposes, to be a successful adult educator, one must recognize that adult learners are self-directed. That is, they know basically what they need to learn at a given point in their career and seek to engage in the process of their learning through active participation.
In Knowles's view, self-directed learning is a process in which individuals actively diagnose their learning needs, propose learning goals, select and implement appropriate learning strategies, and evaluate learning results. [25] This learning model centers learners as taking an active role in their learning.
Two other ways visual learning can help memory Create a mental image to remember names: This is a tip I remember from a looong time ago, when a family friend gave my brother and me tickets to a ...
The work of Malcolm Knowles discusses which type of tutor is better suited to address the needs of adult learners. [3] Knowles work assumes basic concepts about adult learners: Adult learners are independent and self-directing; They have accumulated experience which is a resource for learning
Malcolm Knowles's work distinguished adult learners as distinct from adolescent and child learners in his principle of andragogy. [2] He established 5 assumptions about the adult learner. This included self-concept, adult learner experience, readiness to learn, orientation to learning, and motivation to learning. [1]