Abstract
The 2020 publication of The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development by Knowles, Holton, Swanson, and Robinson is the ninth edition of a 1973 book by Malcolm S. Knowles, The Adult Learner: A Neglected Species. Although the foundational idea and concepts have remained, expectedly, much has changed since the first edition of the book. This review will address the changes made to the volume between the publication of its eighth (2015) and ninth (2020) edition.
Most notably, the ninth edition features a fourth author, Petra A. Robinson, in addition to Knowles, Holton, and Swanson. Given Robinson's research agenda, which focuses on issues of diversity, equity, inclusion, and social justice, it makes sense that a chapter on diversity and inclusion in adult learning (Chapter 11) was added. Another chapter added to the 2020 edition focuses on andragogy and the online adult learner (Chapter 13), discussing a highly relevant topic in a period in which online learning has become a norm, especially if learners are self-directed. Unsurprisingly, minor edits in chapter order and within chapters were also made (e.g., Chapter 17, “The Future of Andragogy,” was updated to include a section on andragogy and qualitative research) and some sections and chapters (e.g., Whole-Part-Whole Learning Model) were removed.
As in the previous edition, the content is organized into five parts, each comprised of several chapters. The first two parts, “Adult Learning” and “The Backdrop of Learning and Teaching Theories,” which examine foundational concepts and theories, have remained the same between the two editions. The primary audience of these two parts has also remained the same as these sections are particularly useful for graduate students and novice researchers in the field. The two new, practice-oriented chapters are included in the third part, which focuses on the advancements in adult learning, placing andragogy within the context of contemporary practice. Chapters in this part examine andragogy in relation to diversity and inclusion, neuroscience, and technology. Part four now includes narratives regarding international and future perspectives, while the concluding part is dedicated to tools and resources for implementing andragogy. By reorganizing sections and highlighting practical components, with this edition, the authors seem to have been more mindful of their practitioner audience.
The two new chapters likely represent critical additions to this edition. As key concepts in adult education practice, diversity and inclusion ought to be discussed in any book which aspires to be a primer in the field, because, as stated in the book, “the field of adult education can play a major role in promoting human freedoms” and should appreciate, celebrate, and support diversity and inclusion (p. 211). To that end, it is commendable that the authors discuss the characteristics of an inclusive adult education classroom and the considerations for facilitating learning in such an environment through the lens of the andragogical process model.
The authors also argue that andragogy is a useful model for planning and facilitating adult learning online. In addition to the existent, theoretical/conceptual chapter on computer-based instruction for adults, in this edition, the authors offer practical recommendations for facilitating adult learning in an online environment based on the six core adult learning principles. However, the authors do not specifically discuss the digital and technological competences needed to participate in online adult learning but focus on the learning process/activities. The basis of these strategies lies in the assumption that both the educator and the adult learner would be sufficiently technologically literate to design/participate in online learning experiences. As such, this seems to be an area for potential growth with future editions.
Overall, the ninth edition of The Adult Learner discusses foundational as well as current issues in adult learning and human resource development, keeping the content relevant and beneficial to a diverse audience. Unlike its predecessor, whose target audience seems to have been graduate students, this edition comes true to its promise of offering valuable content to both students and practitioners. This is most notable in the revisions to the structure to highlight a section on tools and resources for implementing andragogy, as well as practical advice and recommendations included in the chapters in part three. It should be noted that practitioners who will find the content of this book most useful are those who work in formal settings. While some of the content may be adapted for use in less structured contexts, readers should note that this seems not to have been the environment that the authors had in mind. Regardless, no scholar or practitioner should delve into adult learning theory and practice without reading this contemporary classic.