Andragogy

"Andragogy" put simply is adult learning/education. As a theory, it encourages educators to think differently about their methods of instructing adults based on the unique qualities adult learners possess, such as increased amounts of experience and prior knowledge when compared to child learners. Adult learners also often need "instruction... to focus more on the process and less on the content being taught" (Culatta, n.d.). One key figure is important to mention when discussing andragogy: Malcolm Knowles. 

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In 1980, Malcolm Knowles published 4 assumptions for adult learning (which was later expanded to 6) in addition to four principles for adult learning. Below is a list of Knowles's 6 assumptions, paraphrased from McMillain (n.d.) and Caruso (2021) : 
 

1. Self-Concept - The ability of learners to become more self-directed as they mature into adulthood, providing more options for self study.

2.  Experience - Adult learners have a greater amount of experience to draw upon when learning, which can either help a learner understand a concept or create a barrier in the case of faults in the previous information or incorrect assimilation into the premade schema.

3. Readiness to learn - Adult learners often search out information only when they need it which can create either a more or less engaged learner (less in the case of lack of apparent need)​.

4. Orientation to learning - Adults have a more problem-centered learning focus, whereas children have a more subject centered learning focus.

5. Motivation to learn - Adult learners are more intrinsically motivated.

6. Need to know - Adults need to know why they are learning something in order to fully commit to studying the concept or information.

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These assumptions are important to keep in mind, because while both adults and children need to learn, adults' personal experiences and previous knowledge heavily influence their interaction with learning and study. Adults are often very busy with their own families and work, so instructors should keep in mind that most adults are looking for more specific and/or practical information as a reaction to a need in their lives (as described by the assumptions "need to know" and "orientation to learning").