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The Foundation of Lifelong Learning

Nurturing growth through reflective practice and human-centered principles.
Adult Learning Principles
Educational Philosophy

Adult learning, or andragogy, recognizes that mature learners bring a wealth of experience to their education. It is characterized by self-direction, a need for relevance, and an internal motivation for growth. We facilitate environments where prior knowledge is honored and new learning is immediately applicable to life's complex challenges.

Our philosophy is rooted in the belief that education should be holistic. It is not merely the acquisition of skill, but the development of the whole person. By integrating mindfulness and human development with traditional academic consulting, we create a space for reflective inquiry that empowers learners to lead purposeful lives.

What is Andragogy?

Andragogy is a departure from the classical pedagogy upon which traditional K through 12 education is built. According to Malcolm Knowles, Andragogy is the art and science of providing the environment and supplying the tools in which adults can take responsibility for their own learning.  In essence it is a shift from external motivation to internal motivation. 

 

There are several interpretations of how this can be achieved but, if this is the science of helping adults learn, what exactly is an adult?

1- biological definition – we become adult biologically when we reach the age at which we can reproduce.

2- legal definition- we become adult legally when we reach the age at which the law says we can vote, get a driver’s license, marry without consent, etc.

3- social definition – we become adult socially when we start performing adult roles, such as the role of a full-time worker, spouse, parent, voting citizen, etc.

4- psychological definition – we become adult psychologically when we arrive at a self-concept of being responsible for our own lives, of being self-directing.

 

Knowles’ answer? “ a person is an adult to the extent that that individual is performing social roles typically assigned by our culture to those it considers to be adults- the roles of worker, spouse, parent, responsible citizen, soldier and the like. Applying the second criterion, a person is an adult to the extent that that individual perceives herself or himself to be essentially responsible for her/his [their] own life.”

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The idea of progressing from pedagogy to andragogy is based on the notion of decreased dependency as one matures.  It is difficult to ascertain if and when an individual is ready to be self-directed and would benefit from andragogous teaching strategies based solely upon age.  Readiness to learn cannot be based on age but rather an internal motivation to learn. 

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For the adult learner, it is no longer simply the act of learning.  For adults, it also involves the lived experiences of the learner; identifying the importance of why they need to know what is being taught; what their self-concept is that they bring to the classroom; if they are actually ready to learn; how what they are learning can be immediately applied to real world situations; and where their motivation to learn comes from. The principles of pedagogy may still apply loosely, but with adult learners, there are myriad factors to consider when trying to reach them.  When facilitating any kind of professional development, faculty support, corporate training, and so on, having a working knowledge of, and extensive experience with adult learners is integral to the success of any development program.  Furthermore, it guides the underpinnings of curriculum evaluation and design, workplace structure assessment, and program learning outcomes assessment. The cornerstone of all of this are the frameworks of how people learn.  Learning is not a one size fits all endeavor. 

 

From the vast amount of literature that exists, here are a few categories and readings that might be of interest. These have  provided the foundation upon which we have built models for supporting teaching and learning, curriculum assessment and development, and faculty training and support. 

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Selected Literature

Embodied Learning
Transformative  Learning
Self-Directed Learning

  • Bresler, L. (2004). Knowing bodies, moving minds: Towards embodied teaching and learning.

  • Frieler, T.J. (2008). Learning through the body. New Directions for Adult and Continuing Education, 119(-), 37-47.

  • Horn, J. and Wilburn, D. (2005). The embodiment of learning. Educational Philosophy and Theory. 37(5), 745-760.

  • Mazis, G. (2016), Merleau-Ponty and the Face of the World: Silence, Ethics, Imagination, and Poetic Ontology.

  • Merleau-Ponty, M. (2012). The phenomenology of perception.

  • Dirkx, J. and Mezirow, J. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow.

  • Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory.

  • Mezirow, J., Ed. (2000). Learning as transformation: Critical perspectives on a theory in progress.

  • Taylor, E. W., & Cranton, P. (2012). The handbook of transformative learning: Theory, research, and practice. San Francisco: Jossey-Bass.

  • Bandura, A. (1993). Perceived Self-efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148.

  • Knowles, M. (1975). Self-Directed Learning: A guide for learners and teachers. Parsippany: Pearson Education.

  • Sharan Merriam (2013) Adult Learning: Linking Theory and Practice

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