Malcolm Shepherd Knowles
The American adult educator Malcolm Shepherd Knowles (born ) led both as academician and practitioner in the development and consistent applicationof principles of adult learning and adult education program planning throughout the world.
Malcolm Shepherd Knowles was born August 24, , in Livingston, Montana. His A.B. degree from Harvard University in was followed by positions as director of related training for the National Youth Administration; director of adult education for the Boston YMCA; director of the Detroit United Services Organization; duty as an officer in the U.S. Navy; and executive secretary of the Chicago YMCA. He received an M.A. degree from the University of Chicago in With these experiences as a foundation for his work in adult education, he served as executive director of the Adult Education Association of the U.S.A. in its years of early rapid growth,
His academic career began as professor and chairman of the adult education graduate program at Boston University, In he received the Ph.D. in education from the University of Chicago and continued his professorial and administrative duties at Boston University until In that ye
Malcolm Knowles, informal adult education, self-direction and andragogy. A champion of andragogy, self-direction in learning and informal adult education, Malcolm S. Knowles was a very influential figure in the adult education field. Here we review his life and achievements, and assess his contribution.
contents: introduction · malcolm knowles &#; life · adult informal education · malcolm s. knowles on andragogy · self-direction · conclusion · further reading and references · links
Malcolm Shepherd Knowles ( &#; ) was a, perhaps &#;the&#;, central figure in US adult education in the second half of the twentieth century. In the s he was the Executive Director of the Adult Education Association of the United States of America. He wrote the first major accounts of informal adult education and the history of adult education in the United States. Furthermore, Malcolm Knowles&#; attempts to develop a distinctive conceptual basis for adult education and learning via the notion of andragogy became very widely discussed and used. He also wrote popular works on self-direction and on groupwork (with his wife Hulda). His work was a significant factor in reorienting adult educators f
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Malcolm Shepherd Knowles was an American adult educator, administrator and author. Knowles was well known for the use of the term Andragogy as synonymous to adult education.
Background
Malcolm Shepherd Knowles was born on August 24, , in Livingston, Montana, United States. He was the son of Albert Dixon Knowles and Marion (Straton) Knowles.
Education
Knowles was educated at the Palm Beach High School. He then received Bachelor of Arts degree from the Harvard University in , as well as Master of Arts degree from the University of Chicago in In he obtained Doctor of Philosophy degree in Education from the University of Chicago. Knowles received honorary doctorates from several institutions.
Career
Early in his career, Knowles served as deputy state administrator for the National Youth Administration in Boston, Massachusetts. In he became the adult education director at Boston’s Young Men’s Christian Association (YMCA). Later work included stints with the YMCA in Chicago, from to , as well as serving as founding executive secretary of the Adult Education Associa
Adult education, self-direction, and andragogy
Although the theory of Andragogy is a complex one, this article attempts to outline the main points of Malcolm Knowles. As educators are always looking for helpful ideas to implement in the classroom, some of his ideas and suggestions can be found below.
Similar to the term pedagogy, which addresses the method of teaching in children, andragogy examines the process by which adults learn. While Malcolm Knowles’ theory initially focused on adults, the term andragogy has broadened to include any education practice with a student-driven approach.
Andragogy is a relatively new concept that was created less than years ago. Many professionals, including educators and philosophers, have debated whether there is a difference between pedagogy and andragogy. The idea that adults require a unique approach to learning has existed for less than years, which also leads to questions regarding the conclusions around its methods. There have been many critiques of the theory, including the individualistic approach. Focusing too much on the learner’s experiences has called into the question the validity of the processes, and whether they exist at al
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