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82457acb1a Mark K. He suggested that building a theory on adult learning would be meaningless, as there is no real basis for it. (1996) The search for separate theories of adult learning: does anyone really need andragogy? In Edwards, R., Hanson, A., and Raggatt, P. Adults will learn only what they feel they need to learn Adults are practical in their approach to learning; they want to know, How is this going to help me right now? - Is it relevant (Content, Connection and Application). The curriculum designer must know whether the concepts or ideas will be in concert or in conflict with the learner. Hanson (eds.) Culture and Processes of Adult Learning, London; Routledge. (1955) How to Develop Better Leaders, New York: Association Press. Carlson, R. To this may be added a long-term reason because of rapid changes in our understanding is no longer realistic to define the purpose of education as transmitting what is known. In 1974 he joined the faculty of the North Carolina State University where he was able to develop courses around the andragogical model (Knowles 1989: 21).
ISBN0787975885. Knowles on andragogy Knowles was convinced that adults learned differently to children and that this provided the basis for a distinctive field of enquiry. A guide for learners and teachers, Englewood Cliffs: Prentice Hall/Cambridge. (1996; 1999) 'Andragogy', in the Encyclopaedia of Informal Education. The word is a combination of andro (from AncientGreek: , anr, genitive , andros, "man") and (g), meaning "to lead", it arose from the practice of pedagogy to address the specific needs in the education of adults as opposed to the education of children. (1975). They also tend to retain and make use of what they learn better and longer than do the reactive learners. They should be able to look at themselves objectively and maturely. S. (ed.) (1940) Roads to Citizenship.