Editing Andragogy (section)

==Definitions==
There are many different [[Learning theory (education)|theories]] in the areas of learning, teaching and training. Andragogy commonly is defined as the art or science of teaching adults or helping adults learn. In contrast to [[pedagogy]], or the teaching of children, andragogy is based on a humanistic conception of self-directed and autonomous learners where teachers are defined as facilitators of learning.

Although [[Malcolm Knowles]] proposed andragogy as a theory, others posit that there is no single theory of adult learning or andragogy. In the literature where adult learning theory is often identified as a principle or an assumption, there are a variety of different approaches and theories that are also evolving in view of evolving higher education instruction, workplace training, new technology and online learning (Omoregie, 2021).

Malcolm Knowles identified these adult learner characteristics related to the motivation of adult learning.  

#Need to know: Adults need to know the reason for learning something.[[File:VSS Picture.jpg|thumb|Adult Education class: Vietnamese Social Services of Minnesota]]
# Foundation: Experience (including error) provides the basis for learning activities.
# Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
# Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
# Orientation: Adult learning is problem-centered rather than content-oriented.
# Motivation: Adults respond better to internal versus external motivators.

Blaschke (2012) described Malcolm Knowles' 1973 theory as "self-directed" learning. The goals include helping learners develop the capacity for self-direction, supporting transformational learning and promoting "emancipatory learning and social action" (Blaschke, 2019, p.&nbsp;76).

Although Knowles' andragogy is a well-known theory in the English-speaking world, his theory has an ancillary role internationally. This is especially true in European countries where andragogy is a term used to refer to a field of systematic reflection. The acceptance of andragogy in European countries, according to St. Clair and Käpplinger (2021) is to accept andragogy as the "scientific study of learning in adults and the concomitant teaching approaches" (p.&nbsp;485). Further, the definition of andragogy and its application to adult learning is more variable currently due to both the impact of globalization and the rapid expansion of adult online learning.