Knowless self directed
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The document discusses the evolution of the concept of lifelong education from adult education. It notes that adult education has been at the heart of developing lifelong education as a theoretical framework and providing flexible learning opportunities. The key contributions of adult education to lifelong education include developing a theory of andragogy to help maturing learners, providing non-traditional study programs that are self-directed and convenient for part-time learners, and retraining teachers to serve as facilitators for self-directed learners. Adult education is seen as central to advancing the goal of preparing all individuals to be engaged in lifelong learning and inquiry.
Knowless self directed
- 1. ADULT EDUCATION, N DM EW ENSDNS The definition of adult education is gradually being changed to "the art and science of helping maturing human beings learn." Since most adults are part-time learners, learning opportunities must be made available to them at times and places that are convenient to them and that provide easy entry and exit. u"NTIL only two or three years ago, "lifelong education" was used in the literature interchangeably with "continuing education," "post-secondary education," and "adult education," although many writers (Hesburgh, 1973; Houle, 1964; Jessup, 1969) seemed to inject more of a flavor of continuity of learning than is necessarily contained in the other phrases. Clearly, "life long education" entered our lexicon as a description of the continuation of learning beyond youthful schooling. But around 1972 the phrase began to be used with a new meaning, namely, con tinuous systematic education from birth to death. A prime cause of the change was the publication in that year of one of the most important educational documents of the cen tury the report of the International Com mission on the Development of Education, MALCOLM S. KNOWLES * published by UNESCO under the title Learn ing To Be. The Commission found that the accelerating pace of change that will charac terize the world of the future will require that education no longer be concerned pri marily with transmitting what is known, but with engaging human beings in a process of inquiry throughout their lives. Its first rec ommendation was stated as follows: "We propose lifelong education as the master concept for educational policies in the years to come for both developed and developing countries" (UNESCO, 1972, p. 182). A Lifelong Concept Its suggestion that the implications of this concept for school curriculum should be explored was taken up immediately by the UNESCO Institute for Education, which con vened a task force to plan a ten-year pro gram of research and development. The first undertaking of the Institute was the identifi cation of the "concept-characteristics" of lifelong education. A sampling of a few of the 20 concept-characteristics it identified will help to lay a foundation for the rest of this article: * Malcolm S. Knowles, Professor of Education, North Carolina State University, Raleigh November 1975 85
- 2. Lifelong education is not confined to adult education but it encompasses and uni fies all stages of education pre-primary, primary, secondary, and so forth. Thus it seeks to view education in its totality. Lifelong education Includes both for mal and non-formal patterns of education, planned as well as incidental learning. The community plays an important role in the system of lifelong education from the time the child begins to interact with it, and continues its educative functions both in professional and general areas throughout life. The institutions of education like schools, universities, and training centers are, of course, important, but only as one of the agencies for lifelong education. They no longer enjoy the monopoly for educating people and can no longer exist in isolation from other educative agencies in society. Lifelong education is characterized by its flexibility and diversity in content, learning tools, techniques, and time of learn ing (Dave, 1973, pp. 14-24). The thrust toward reorganizing all of education around the concept of lifelong learning which was launched by UNESCO in 1972 has spread across the world with sur prising speed. There is wide recognition that what is involved is truly revolutionary not just the grafting of additional programs for adults onto traditional schooling, but the re definition of the purpose of schooling as being to produce self-directed lifelong learners and the creation of different kinds of resources for lifelong learners. In our country, Phi Delta Kappa has created a Commission on Curriculum Models for Lifelong Education, the U.S. Office of Education has convened conferences on life long education, respectable journals (of which this issue of Educational Leadership is but one example) have devoted issues to the subject, and many educational institu tions (especially community schools, non- traditional study programs, and external degree programs) have started experimenting with new curriculums designed to produce lifelong learners. The fact that the clientele of education has veered rapidly toward older, part-time, goal-oriented, easy- entry, easy-exit students in the past few years has put adult education in the position of being the best hope for economic survival of many educational institutions. In France, Germany, India, Japan, the Scandinavian countries, and in many other places, even greater excitement with the con cept has been engendered. The depth and extensiveness of these developments in only a few years convinces me that we are talking here about a truly revolutionary movement, not just another fad. Role of Adult Education What is the role of adult education in all of this? In a nutshell, it has been at the heart of it and is one of its chief sources of energy. Why should this be so, when adult education for so long occupied such a peripheral position in the educational estab lishment? I think there are several reasons. For one thing, adult education has been working all along with voluntary learners, so when a new theory of self-directed lifelong learning was needed, it had a backlog of ex perience out of which one could be produced. For another thing, adult education, be cause of its historically peripheral position, has been freer than traditional schooling from the constraints of academic rules and regulations (admissions standards, degree 86 Educational Leadership
- 3. credit, residence requirements, time limits), and so was able to experiment with more flexible, time-free, space-free ways of deliver ing educational services. Finally, the fact that the clientele of education has veered rapidly toward older, part-time, goal-oriented, easy-entry, easy-exit students in the past few years has put adult education in the position of being the best hope for economic survival of many educational institutions; and its re spectability and credibility have soared. So what are the contributions and new dimensions of adult education in this era of educational ferment? In the first place, adult education is pro viding the theoretical framework for lifelong education. The traditional theories of learn ing, both behaviorist and cognitive, only ex plain how to instruct, not how to facilitate lifelong learning. Lifelong education requires a new theory that takes into account physi cal, mental, emotional, social, spiritual, and occupational development through the life span; that explains learning as a process of inquiry and illuminates the competencies necessary to engage in this process; and that provides guidelines for performance of the new roles (for example, facilitators, resource persons, information managers) required to facilitate that process. A theoretical formulation of the art and science of helping adults learn began taking shape in Europe in the early 1960's under the label "andragogy," to distinguish it from "pedagogy," the art and science of teaching children (Savicevic, 1968). The theoretical framework and label were introduced into this country in 1968 (Knowles, 1968) and there has been a growing body of research and theory on adult development (Goulet and Baltes, 1970; Kaluger and Kaluger, 1974; Maas and Kuypers, 1974) and adult learning (Bischof, 1969; Kidd, 1973; Knowles, 1970 and 1973; Leagans, Copeland, and Kaiser, 1971; Long, 1971 and 1973; and Tough, 1971) in the ensuing years. The core concepts of andragogical the ory are that adults have a psychological need to be self-directing; that their richest resource for learning is the analysis of their own ex perience; that they become ready to learn as they experience the need to learn in order to confront developmental tasks; and that their orientation toward learning is one of concern for immediate application. A related notion is that since most adults are part-time learners, learning opportunities must be made available to them at times and places that are convenient to them and must provide easy entry and exit. "Helping Maturing Human Beings Learn" Although andragogical theory was origi nally constructed out of experience with and studies of adult learners, it has become increasingly clear in recent years ,that the assumptions about learning on which it is based have application in varying degrees to learners of all ages. Accordingly its defini tion is gradually being changed to "the art and science of helping maturing human beings learn." The new dimension of the national edu cational enterprise in which "the adult edu cation approach" is having its chief expression is the non-traditional study and external degree programs which have experienced such explosive growth in the last five years (Commission on Non-Traditional Study, 1973; Gould and Cross, 1972; Hall, 1974; Houle, 1973; Milton, 1973; Meyer, 1975; Vermilye, 1972 and 1974). Their chief char acteristics are that they provide learning opportunities at times, places, and paces that are convenient to learners; they give aca demic credit for what individuals have learned on their own; and they engage the learner in a process of self-directed inquiry. This last characteristic is the main hurdle that is holding up rapid progress at the moment. The fact is that most students have been so conditioned by their previous schooling to be dependent learners that they have not developed the attitudes and skills required to take responsibility for their own learning. A related hurdle that many non- traditional programs are facing is the fact that few teachers know how to serve as facilitators and resources to self-directed learners. Thus a new challenge has been November 1975 87
- 4. given to adult education: the massive re training of teachers (of both youth and adults) to perform the new role of facilitator of learning and to design learning experi ences which will give students the skills of self-directed learning. This is such a recent development that not much has appeared in the literature about it yet, but I can testify that an increasing amount of my own energy is going toward faculty retraining in school systems, community colleges, and universi ties; and some literature is beginning to appear to facilitate the process (Berte, 1975; Knowles, 1975). Other new dimensions of adult educa tion that perhaps should be mentioned as having a relationship to "Education: The Lifelong Quest," although they have been on the scene for some time, include the extensive programs of adult basic education in the public schools and community colleges of the country; the explosive growth of con tinuing professional education (increasingly mandated by relicensure laws) in medicine, nursing, engineering, law, education, and other professions; the proliferation of multi media learning systems; the mushrooming of community schools; the growth of staff de velopment programs in business, government, and industry; and the spread of contract learning as the instrument of individualized program development. References Neal R. Berte, editor. Individualizing Educa tion by Learning Contracts. New Directions for Higher Education, No. 10. San Francisco: Jossey- Bass, Inc., 1975. Ledford J. Bischof. Adult Psychology. New York: Harper 8t Row, Publishers, Inc., 1969. Commission on Non-Traditional Study. Diver sity by Design. San Francisco: Jossey-Bass, Inc., 1973. R. H. Dave. Lifelong Education and School Curriculum. Monograph No. 1. Hamburg, Ger many: UNESCO Institute for Education, 1973. Samuel B. Gould and K. Patricia Cross. Explo rations in Non-Traditional Study. San Francisco: Jossey-Bass, Inc., 1972. L. R. Goulet and P. B. Baltes. Life-Span Developmental Psychology: Research and Theory. New York: Academic Press, 1970. Laurence Hall et al. New Colleges for New Students. San Francisco: Jossey-Bass, Inc., 1974. T. M. Hesburgh, P. A. Miller, and C. R. Wharton. Patterns for Lifelong Learning. San Fran cisco: Jossey-Bass, Inc., 1973. C. O. Houle. Continuing Your Education. New York: McGraw-Hill Book Company, 1964. C. O. Houle. The External Degree. San Francisco: Jossey-Bass, Inc., 1973. F. W. Jessup. Lifelong Learning: A Sym posium on Continuing Education. New York: Per- gamon Press, 1969. George Kaluger and Meriem Kaluger. Human Development: The Span of Life. St. Louis: C. V. Mosby, 1974. J. E. Kidd. How Adults Learn. New York: Association Press, 1973. Malcolm S. Knowles. The Adult Learner: A Neglected Species. Houston: Gulf Publishing Co., 1973. Malcolm S. Knowles. "Andragogy, Not Peda gogy." Adult Leadership 29; April 1968. Malcolm S. Knowles. The Modern Practice of Adult Education: Andragogy vs. Pedagogy. New York: Association Press, 1970. Malcolm S. Knowles. Self-Directed Learning: A Guide for Learners and Teachers. New York: Association Press, 1975. Paul Leagans, Harlan Copeland, and Gertrude Kaiser. Selected Concepts from Educational Psy chology and Adult Education for Extension and Continuing Educators. Syracuse University Publi cations in Continuing Education. Syracuse, New York: Syracuse University, 1971. Huey B. Long. Are They Ever Too Old To Learnt Englewood Cliffs, New Jersey: Prentice- Hall, Inc., 1971. Huey B. Long. The Physiology of Aging: How It Affects Learning. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1973. Henry S. Maas and Joseph A. Kuypers. From Thirty to Seventy: A Forty-Year Longitudinal Study of Adult Life Styles and Personality. San Francisco: Jossey-Bass, Inc., 1974. Peter Meyer. Awarding Credit for Non- College Learning. San Francisco: Jossey-Bass, Inc., 1975. Ohmer Milton. Alternatives to the Traditional. San Francisco: Jossey-Bass, Inc., 1973. Dusan M. Savicevic. The System of Adult Education in Yugoslavia. Syracuse University Pub lications in Adult Education. Syracuse, New York: Syracuse University Press, 1968. Alien Tough. The Adult's Learning Projects. Toronto: Ontario Institute for Studies in Education, 1971. UNESCO. Learning To Be. The World of Education Today and Tomorrow. Paris: UNESCO, 1972. Dyckman W. Vermilye, editor. The Expanded Campus. San Francisco: Jossey-Bass, Inc., 1972. Dyckman W. Vermilye. Lifelong Learners: A New Clientele for Higher Education. San Fran cisco: Jossey-Bass, Inc., 1974. rj 88 Educational Leadership
- 5. Copyright © 1975 by the Association for Supervision and Curriculum Development. All rights reserved.