Abstract
Any review of a late edition book presents several interesting questions and unique challenges. What is new and different from previous editions? Does the new edition provide guidance on current practice in the discipline or is it only a reorganization of earlier material and information? Does the new edition reach out to a larger audience than previous editions? The Adult Learner effectively addresses these concerns and continues to serve as a definitive classic in adult education (AE) and human resource development (HRD). In “shaping this revision” (p. xi), the authors (Holton and Swanson) make several acknowledgements, including the preservation of Knowles’ original work and insights, expansion to address the current status of measuring the effects of andragogy, discussion on the globalization of andragogy, and development of a new theoretical model for computer-based instruction targeting adults. One important note for readers of this book—the basis for the text is a learning theory termed andragogy, derived from characteristics specific to adult learners. While the genesis of the term is traceable to the 1830s, its use in the United States did not fully surface until the late 1960s, and now serves as “the antithesis of the pedagogical model” (p. 59). This review does not analyze or critique the theory itself, but rather the presentation of the material and usefulness to the reader.
The book is organized into three distinct parts: “The Roots of Andragogy,” “Advancements in Adult Learning,” and “Practices in Adult Learning.” The majority of new contributions in this edition are included in Part 2 (Chapters 7–11), and through this revision, the authors aim to continue the advancement of “adult learning wherever it is practiced” (p. xii). In addition to the practitioner audience, The Adult Learner might also serve as a valuable text or reference for graduate programs in areas such as education, human resources, and management. Nearly every chapter, regardless of length, concludes with thought-provoking reflection questions for practitioners and researchers. Part 1 provides a solid historical foundation on learning and teaching theories, narrowing to andragogy as a theory and process model for adult learning. While studying the historical development and significance of any topic is beneficial to practitioners, the most useful and important outcomes of this section center on andragogy and its theoretical underpinnings and application. Chapter 4, “A Theory of Adult Learning: Andragogy,” serves as a prime example of this importance. Through an introductory discussion of two streams of research surrounding adult learning—scientific and artistic—the authors focus on five assumptions constituting the foundation of this learning theory. Adults are motivated to learn, orient learning through a life-centered lens, use experience as the primary resource for learning, desire learning to be self-directed, and provision the learning environment for individual differences associated with aging. The authors further define these assumptions through six core principles specific to the andragogical model: the learner’s need to know, self-directed learning, prior experiences of the learner, readiness to learn, orientation to learning and problem solving, and motivation to learn. Chapter 5, “Theories of Teaching,” assists the reader in better understanding the differences between theories of learning and theories of teaching. With a strong correlation between learning and teaching theories, “the value of teaching/learning as a tool to invoke critical thinking on the part of adults is an emerging concept.” (p. 112). The reflection questions found at the conclusion of chapters in this book serve as a practical example of engaging adult learners in critical reflection, aligned with the assumptions of the andragogical model. Finally, in Chapter 6, “An Andragogical Process Model for Learning,” the authors provide a defined process model for use by the andragogical instructor—defined as a teacher, facilitator, consultant, or change agent. This eight-step process model assists learners in acquiring information and skills by providing the needed procedures and resources to enable the necessary learning.
Noted as “new contributions to the book” (p. xi), Part 2 provides contemporary perspectives on effective adult learning through a discussion of advancements in the field. Chapter 7, “Andragogy in Practice,” does exactly as its title suggests—clarifies the use of andragogy as it is applied in practice. Using the Andragogy in Practice model—an integration of three interacting rings: goals and purposes of learning, individual and situational differences, and andragogy: core adult learning principles—the authors employ a process that “recognizes the lack of homogeneity among learners and learning situations, and illustrates that the learning transaction is a multifaceted activity” (p. 146). Two case studies, one involving an adult basic education program and the other a management development program, are used to provide practical applications of the model and associated andragogical learner analysis worksheet. This section also discusses the differing theoretical and practical perspectives of adult learning in the disciplines of HRD and AE. Since both these disciplines include potential readers of this book, Chapter 8, “Adult Learning within Human Resource Development,” takes on added significance. The core difference between the employment of adult learning in these two areas relates to control of goals and purposes. In HRD, organizational control takes priority within the learning environment; conversely, individual control moves to the forefront in AE. Regardless of the control point, the authors posit that “adult learning, when practiced within productive organizations, should strive to contribute directly to the advancement of the … organization’s goals” (p. 180). This is best accomplished by focusing equally on organizational and individual goals. Chapter 9, “New Perspectives on Andragogy,” discusses emerging research and theory—across disciplines—related to each of the six andragogical core principles. This discussion provides clarity to the core principles, allowing the reader to relate each to relevant personal experiences. Over 40 professional references in the chapter provide insightful context to the importance of each core principle of the andragogical theory.
Part 3 provides specific insights and tools supporting general adult learning practices. Seven manuscripts are included in separate chapters with each preceded with a connection to the Andragogy in Practice model. These manuscripts provide depth to the book’s topic and additional understanding of the application of andragogy. Two useful chapters in better understanding andragogy and its application are Chapter 16, “Core Competency Diagnostic and Planning Guide” and Chapter 17, “Personal Adult Learning Style Inventory.” The Core Competency Diagnostic and Planning Guide allows the reader to assess required core competencies against the level of current personal development and is completed in three specific areas: learning facilitator, program developer, and administrator. The assessment focuses on areas such as framework of adult learning, designing and implementing learning experiences, helping learners become self-directing, designing and operating programs, and understanding program administration. Ultimately, the inventory provides the reader a snapshot of personal preparedness against the required competencies for careers in teaching, program development, and administration of adult learning activities.
For most readers, Chapter 17 would likely be the most useful in understanding and applying andragogical theory. The personal adult learning style inventory provides an assessment of individual learning styles, leading to increased learning motivation and effectiveness. The inventory targets professionals “involved in organizing and administering adult learning activities” (p. 288) including trainers, teachers, group facilitators, administrators, and educators. The inventory uses 30 pairs of items and measures a person’s agreement or disagreement with each item in the pair. A detailed score sheet allows the person taking the inventory to determine, as a learner, whether learning is more dependent or independent and, as a teacher or trainer, whether instructional delivery is more pedagogical or andragogical. Understanding personal learning styles as a learner and learning styles of others as a teacher or trainer informs teaching and learning.
The Adult Learner does remain a definitive reference for those readers intent on learning more about how adults learn and the use of andragogy “to advance adult learning wherever it is practiced” (p. xii). The book is obviously designed for use as a textbook in upper division courses or graduate programs. This construct, at times, inhibits the practitioner reader focused on how to apply the concepts discussed; however, there is important information for use in a variety of adult learning settings. The research reader, seeking a better understanding of adult learning theories—andragogy, in particular—will find the book a useful reference, if only in a literature review.