Abstract

Laura Rizzo

Teaching Adult Writers in Diverse Contexts

Professor Barbara Gleason

April 11, 2015

Knowles, Malcolm S. "Adult Education: New Dimensions." Educational Leadership 33.2      

            (1975): 85-88. Print.

Malcolm Knowles discusses the relationship between the concept of “lifelong education” and adult education. He suggests that in the recent past, definitions of both of these concepts have become more expansive and reflect a more continuous spectrum of education. Since UNESCO’s research began to suggest that successful nations needed to teach successful habits of thinking rather than information in 1972, a broad range of communities of learners have had to reexamine and reinterpret their educational approaches. Knowles argues that traits of adult education can be used to create a template for lifelong learning in all communities. Adult learning has capitalized on working with voluntary, and consequently self-directed learners. It has also had fewer regulations, so it has developed creative and flexible solutions for delivering content. Finally, adult learning models learning that is convenient and goal-oriented. Knowles also suggests a broadening of his definition of “andragogy”, emphasizing that the study suggests ways of teaching maturing learners who are independent, regardless of age. He suggests that there are numerous resources in studying both new and more established adult learning contexts, as well as curricula, national studies, and international scholarship. Though there are many resources he cites for restructuring education that is more conducive to creative self-directed, life-long learners, he does acknowledge, the substantial task of retraining teachers to better facilitate this type of learning. Ultimately, he seems optimistic that this fast-paced revolution in learning will continue to develop thoughtfully, with more established adult learning and learning theory providing a foundation for further progress.