Knowles’ research in the field of education began with the assumption that adult learning was different the child learning. Knowles developed his theory using these assumptions: “(1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.” (Kearsley, 2004, ¶2) Knowles defined self-directed learning as “’a process in which individuals take the initiative, with or without the help of others,’ to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes” (Lowery, 2003, ¶1). Later Knowles developed the opinion that this type of learning does not exclude children (Cross, 1981, p. 225). Children are actually more motivated when they are given responsibility for their own learning (Vaughan, 2005, p. 70). It is interesting that even though Knowles’ premise was proven false, he was able to derive information that has become a cornerstone of modern educational theory.

References

Cross, K. P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning (1st ed.). San Francisco: Jossey-Bass Publishers.

Kearsley, G. (2004). Andragogy (M. Knowles). Retrieved April 20, 2005, from http://tip.psychology.org/knowles.html

Lowry, C. M. (2003). Supporting and Facilitating Self-Directed Learning. Retrieved April 19, 2005, from http://www.ntlf.com/html/lib/bib/89dig.htm

McKenzie, J. (2003). Gambling with the Children: Inadequate funding. Retrieved November 16, 2006, from http://nochildleft.com/2003/jan03.html#3

Vaughan, A. L. (2005, April). The Self-Paced Student. Educational Leadership, 62(7), 69-73.