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After having a professor of astronomy conduct a class at the YMCA, Malcolm Knowles recognized that the traditional lecture format did not meet the needs of adult learners. The adults that comprised the class were not captivated by the precepts of astronomy that was presented in a textbook; these students were interested in the wonders of the night sky. In his quest to accommodate the adult learner, Knowles became a proponent of andragogy the art and science of teaching adults. Pedagogy the art and science of teaching youth and andragogy are significantly different.

A basic tenet of pedagogy is the teacher's role as disseminator of factual knowledge. Children are organized in groups according to their age in an attempt to assemble a cohort of individuals who are close to the same level developmentally. Instruction is provided to the group. These novice learners lack lived experience so didactic instruction must be fundamental. That is, pedagogical instruction must begin at square one. As such, instruction is subject-specific and guided by a formal curriculum. Within this traditional format, students are motivated by grades and the rewards and punishments associated with them.
The adult learner is decidedly different. Adult learners are self-directed which casts the teacher in the role of facilitator. As Knowles learned from his experience with the academic astronomer, adult learners approach a learning experience with their own agenda. Although there are a variety of reasons that adults seek learning experiences, those seeking knowledge that they intend to apply the knowledge are seeking just that and are not interested in information that may relate to the topic, but is not relevant to their personal goals.
Assessment of the learners' needs and expectations is an appropriate first step for the facilitator. This enables them to empower the learner to meet their own needs. This includes utilization of the unique experiences that the learner brings to the instructional environment. This knowledge provides a starting point for activities such as open discussions and problem solving. Time is not wasted on the presentation of rudimentary information. Just as the learners' life experience provides a starting point for instruction, so the learners' goals provide direction for the learning experience. Adults characteristically seek knowledge and skills that have practical applications in their current situation.
Thus, the classroom in adult education is not a place for teaching; it is a place for learning. The teacher is not one who imparts knowledge, but one who is serving as a guide for another individual who is on a journey that they themselves have chosen because it is meaningful to them and provides enrichment to their lives.

Learn more about this author, Rita Waller.
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