1.2     Early Learning theories

There were many early contributors to adult education research, although they did not directly identify it as adult education work.  
For example, philosophers such as Socrates, Plato and Dewey had an impact on adult learning theories, mainly because their
work was with adults.  Additionally, some well known Behaviorists, Humanists, Developmental Psychologists, and Critical
Theorists created a foundation for adult education research that enabled others to build on.  Behaviorists such as Skinner,
Pavlov, Watson and Gagne all impacted adult education through instructional research.  Humanists such as Rogers, Knowles,
Maslow, and Kolb focused on emphasizing the person as a human being.  Developmental Psychologists provided content
concerning relationships between how people develop and learn, while Critical Theorists were concerned with social change,
and how important the concept of reflection is in learning.  (Cranton, 1991)

1.3     Teaching Adults

Andragogy rather than pedagogy is what Malcolm Knowles discusses in relation to adult learning.  The work of Knowles
identifies the differences in adult teaching and learning in contrast to teaching children.  He defines andragogy as the art and
science of teaching adults. Pedagogy involves the teaching of children, and knowledge and decisions about learning is left up
to the teacher.  Andragogy is different as it centers on teaching adults, is based on the assumptions that adults need to be
responsible for their own learning, and they use their experiences to reflect on their learning.  Adults are developmentally ready
to learn, and prefer participative activities.  (Knowles, et.al., 2005)  Self directed learning, experiential learning and reflective
learning are all terms associated with Knowles and his research in adult learning.  

Module 1