{"id":17885,"date":"2026-03-17T10:12:04","date_gmt":"2026-03-17T03:12:04","guid":{"rendered":"https:\/\/vietnamteachingjobs.com\/blog\/?p=17885"},"modified":"2026-03-17T10:12:08","modified_gmt":"2026-03-17T03:12:08","slug":"what-is-andragogy-malcolm-knowles-6-principles-for-teaching-adults","status":"publish","type":"post","link":"https:\/\/vietnamteachingjobs.com\/blog\/what-is-andragogy-malcolm-knowles-6-principles-for-teaching-adults\/","title":{"rendered":"What Is Andragogy? Malcolm Knowles&#8217; 6 Principles for Teaching Adults"},"content":{"rendered":"\n<p>Every adult learner has walked into a classroom thinking: <em>why do I have to learn this?<\/em> That instinct is not resistance \u2014 it is, according to Malcolm Knowles, the defining characteristic of adult learning. Andragogy, the theory Knowles developed and popularized from <strong>1970<\/strong> onward, provides language teachers and educators with a <strong>six-principle framework<\/strong> explaining how adults learn differently from children: through self-direction, accumulated experience, real-life relevance, and internal motivation. For anyone teaching or training adults \u2014 in an ESL classroom, a professional development program, or a teacher training course \u2014 understanding these principles is foundational, not optional.<\/p>\n\n\n\n<div class=\"wp-block-rank-math-toc-block\" id=\"rank-math-toc\"><div><strong>Skip to Your Section<\/strong><\/div><nav><ul><li class=\"\"><a href=\"#who-is-malcolm-knowles-and-why-is-he-recognized-as-the-father-of-andragogy\">Who Is Malcolm Knowles and Why Is He Recognized as the Father of Andragogy?<\/a><\/li><li class=\"\"><a href=\"#what-is-andragogy-and-how-does-it-differ-from-pedagogy\">What Is Andragogy and How Does It Differ from Pedagogy?<\/a><\/li><li class=\"\"><a href=\"#what-are-malcolm-knowles-6-core-principles-of-andragogy\">What Are Malcolm Knowles&#8217; 6 Core Principles of Andragogy?<\/a><\/li><li class=\"\"><a href=\"#how-can-language-teachers-apply-andragogy-in-practice\">How Can Language Teachers Apply Andragogy in Practice?<\/a><\/li><li class=\"\"><a href=\"#faq\">FAQ<\/a><ul><li class=\"\"><a href=\"#what-is-andragogy-in-simple-terms\">What is andragogy in simple terms?<\/a><\/li><li class=\"\"><a href=\"#who-is-known-as-the-father-of-andragogy\">Who is known as the father of andragogy?<\/a><\/li><li class=\"\"><a href=\"#what-are-the-six-assumptions-of-malcolm-knowles-theory-of-andragogy\">What are the six assumptions of Malcolm Knowles&#8217; theory of andragogy?<\/a><\/li><li class=\"\"><a href=\"#what-is-the-difference-between-andragogy-and-pedagogy\">What is the difference between andragogy and pedagogy?<\/a><\/li><li class=\"\"><a href=\"#how-does-andragogy-apply-to-language-teaching-for-adults\">How does andragogy apply to language teaching for adults?<\/a><\/li><\/ul><\/li><li class=\"\"><a href=\"#explore-more-on-language-acquisition-and-learning-theories\">Explore More on Language Acquisition and Learning Theories<\/a><\/li><\/ul><\/nav><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"who-is-malcolm-knowles-and-why-is-he-recognized-as-the-father-of-andragogy\"><strong>Who Is Malcolm Knowles and Why Is He Recognized as the Father of Andragogy?<\/strong><\/h2>\n\n\n\n<figure class=\"wp-block-image aligncenter size-full\"><img decoding=\"async\" width=\"1000\" height=\"854\" src=\"https:\/\/vietnamteachingjobs.com\/blog\/wp-content\/uploads\/2026\/03\/Malcolm-Knowles.jpg\" alt=\"Who Is Malcolm Knowles\" class=\"wp-image-17893\" srcset=\"https:\/\/vietnamteachingjobs.com\/blog\/wp-content\/uploads\/2026\/03\/Malcolm-Knowles.jpg 1000w, https:\/\/vietnamteachingjobs.com\/blog\/wp-content\/uploads\/2026\/03\/Malcolm-Knowles-300x256.jpg 300w, https:\/\/vietnamteachingjobs.com\/blog\/wp-content\/uploads\/2026\/03\/Malcolm-Knowles-768x656.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<p>Malcolm Shepherd Knowles (<strong>1913\u20131997<\/strong>) is the educator most credited with transforming andragogy from a little-known European concept into the dominant framework for adult education in the United States and internationally. A Harvard graduate (<strong>1934<\/strong>, Bachelor of Arts in philosophy, political science, ethics, and international law), Knowles formally introduced his adult learning theory in <em>The Modern Practice of Adult Education<\/em> (<strong>1970<\/strong>) and built upon it through <em>The Adult Learner<\/em> (<strong>1973<\/strong>), <em>Self-Directed Learning<\/em> (<strong>1975<\/strong>), and <em>Andragogy in Action<\/em> (<strong>1984<\/strong>). Although the term &#8220;andragogy&#8221; was first coined by German educator Alexander Kapp in <strong>1833<\/strong>, it was Knowles who gave it a systematic, practically applicable structure. Over his career he authored <strong>over 18 books and 230 articles<\/strong> on adult education (Wikipedia; Malcolm S. Knowles Papers, Syracuse University Libraries).<\/p>\n\n\n\n<p>According to infed.org&#8217;s biographical record of Knowles, he joined Boston University as an associate professor of adult education in <strong>1959<\/strong> and spent the following <strong>14 years<\/strong> developing the foundational texts of andragogy before moving to North Carolina State University in <strong>1974<\/strong>. His intellectual formation was shaped by Eduard Lindeman, whose <em>The Meaning of Adult Education<\/em> Knowles described as his &#8220;chief source of inspiration and ideas for a quarter of a century&#8221; (Knowles, 1989), and by Carl Rogers, whose facilitation-centered approach led Knowles to reframe education as helping people learn rather than simply instructing them.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Milestone<\/th><th>Year<\/th><th>Significance<\/th><\/tr><\/thead><tbody><tr><td>Born, Livingston, Montana<\/td><td>1913<\/td><td>\u2014<\/td><\/tr><tr><td>Harvard BA<\/td><td>1934<\/td><td>Philosophy, political science, ethics, international law<\/td><\/tr><tr><td>Met Eduard Lindeman<\/td><td>1935<\/td><td>Lifelong influence on adult education philosophy<\/td><\/tr><tr><td>Joined Boston University<\/td><td>1959<\/td><td>Launched graduate programme in adult education<\/td><\/tr><tr><td><em>The Modern Practice of Adult Education<\/em><\/td><td>1970<\/td><td>First formal articulation of andragogy<\/td><\/tr><tr><td><em>The Adult Learner<\/em><\/td><td>1973<\/td><td>Defined characteristics of adult learners<\/td><\/tr><tr><td><em>Andragogy in Action<\/em><\/td><td>1984<\/td><td>Applied andragogy to professional training<\/td><\/tr><tr><td>Died, Fayetteville, Arkansas<\/td><td>1997<\/td><td>Aged 84; over 18 books and 230 articles authored<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>The reorientation that defines his legacy:<\/strong> Before Knowles, adult education in the United States largely borrowed its methods from school-based pedagogy \u2014 teacher-led, content-driven, and assessment-focused. Knowles&#8217; contribution was arguing, with increasing theoretical and practical support across his career, that this approach fundamentally misread the adult learner. His shift in framing \u2014 from &#8220;educating people&#8221; to &#8220;helping them learn&#8221; \u2014 reshaped curricula, professional development programs, and eventually language teaching methodology worldwide (infed.org, Knowles biographical record).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"what-is-andragogy-and-how-does-it-differ-from-pedagogy\"><strong>What Is Andragogy and How Does It Differ from Pedagogy?<\/strong><\/h2>\n\n\n\n<p>Andragogy is defined as the <strong>&#8220;art and science of helping adults learn&#8221;<\/strong> \u2014 a deliberate contrast to pedagogy, which Knowles described in <em>The Modern Practice of Adult Education<\/em> (<strong>1980<\/strong> revised edition) as the art and science of teaching children. While pedagogy positions the teacher as authority and learning as content transmission, andragogy positions the adult learner as <strong>self-directed<\/strong> and learning as driven by real-life relevance, prior experience, and internal motivation. The term comes from the Greek <em>andr<\/em> (adult\/man) and <em>agogos<\/em> (leading), first named by Alexander Kapp in <strong>1833<\/strong> and extended by American educator Eduard Lindeman in <strong>1926<\/strong> before Knowles gave it systematic form in <strong>1970<\/strong>.<\/p>\n\n\n\n<p>According to Knowles (1980), pedagogy views education as the passive &#8220;transmittal of knowledge and skills that had stood the test of time&#8221; \u2014 content-driven, fact-laden, and teacher-controlled. Adults resist this model not out of stubbornness but because it conflicts with how they actually learn and who they have become as learners. A peer-reviewed study published in the <em>British Journal of Biomedical Science<\/em> by Knapke et al. (University of Cincinnati, <strong>2024<\/strong>) \u2014 the first to apply Knowles&#8217; andragogy framework to evaluate team science training in a biomedical research setting \u2014 confirmed that <strong>approximately 85%<\/strong> of qualitative feedback from adult learners could be directly connected to at least one andragogical principle, demonstrating the framework&#8217;s continued empirical relevance.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Dimension<\/th><th>Pedagogy<\/th><th>Andragogy<\/th><\/tr><\/thead><tbody><tr><td>Learner role<\/td><td>Dependent on teacher<\/td><td>Self-directed, autonomous<\/td><\/tr><tr><td>Learning motivation<\/td><td>External (grades, completion)<\/td><td>Internal (relevance, growth)<\/td><\/tr><tr><td>Role of prior experience<\/td><td>Minimal reference point<\/td><td>Active resource for learning<\/td><\/tr><tr><td>Curriculum orientation<\/td><td>Subject-centered<\/td><td>Problem- and task-centered<\/td><\/tr><tr><td>Teacher role<\/td><td>Authority and instructor<\/td><td>Facilitator and guide<\/td><\/tr><tr><td>Knowledge application<\/td><td>Future, deferred<\/td><td>Immediate, real-world context<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>Why this distinction matters in language teaching:<\/strong> An adult ESL or EFL learner in a teacher-centered classroom receives a grammar lesson on the present perfect the same way a 12-year-old would. But the adult has used English in meetings, read contracts, or struggled to explain a professional problem in a second language. Andragogy asks the teacher to start from that specific experience, not from chapter three of the textbook.<\/p>\n\n\n\n<p>For a broader view of where andragogy sits within the full spectrum of learning philosophies \u2014 alongside pedagogy and the self-determined learning model of heutagogy \u2014 see <a href=\"https:\/\/vietnamteachingjobs.com\/blog\/pedagogy-andragogy-and-heutagogy\/\" target=\"_blank\" rel=\"noreferrer noopener\">What Are Pedagogy, Andragogy, and Heutagogy and How Do They Shape Language Teaching?<\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"what-are-malcolm-knowles-6-core-principles-of-andragogy\"><strong>What Are Malcolm Knowles&#8217; 6 Core Principles of Andragogy?<\/strong><\/h2>\n\n\n\n<p>Knowles&#8217; six core principles of andragogy are: the <strong>need to know<\/strong>, <strong>self-concept<\/strong>, <strong>role of experience<\/strong>, <strong>readiness to learn<\/strong>, <strong>orientation to learning<\/strong>, and <strong>motivation<\/strong>. The framework began as four assumptions in <em>The Modern Practice of Adult Education<\/em> (<strong>1970<\/strong>), with a fifth added in <em>Andragogy in Action<\/em> (<strong>1984<\/strong>), and all six principles comprehensively systematized in Knowles, Holton, and Swanson&#8217;s <em>The Adult Learner<\/em>, 5th edition (<strong>1998<\/strong>). A peer-reviewed study (Knapke et al., <em>British Journal of Biomedical Science<\/em>, <strong>2024<\/strong>) confirmed all six remain empirically applicable across professional adult learning contexts today.<\/p>\n\n\n\n<p>According to Knowles, Holton, and Swanson (1998, p. 64\u201368), the six principles emerged from Knowles&#8217; observation over decades that adults respond poorly to teacher-centered instruction but engage strongly when learning is self-directed, grounded in their own experience, and connected to real problems. Knowles was explicit that these principles are not a rigid formula \u2014 context, cultural background, and individual readiness all influence how each plays out in practice.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>#<\/th><th>Principle<\/th><th>Core Assumption<\/th><\/tr><\/thead><tbody><tr><td>1<\/td><td>Need to Know<\/td><td>Adults require a clear &#8220;why&#8221; before committing to learning<\/td><\/tr><tr><td>2<\/td><td>Self-Concept<\/td><td>Adults are self-directed and resist imposed instruction<\/td><\/tr><tr><td>3<\/td><td>Role of Experience<\/td><td>Prior experience is an active resource, not background noise<\/td><\/tr><tr><td>4<\/td><td>Readiness to Learn<\/td><td>Readiness is triggered by real-life tasks and role demands<\/td><\/tr><tr><td>5<\/td><td>Orientation to Learning<\/td><td>Adults are problem-centered, not subject-centered<\/td><\/tr><tr><td>6<\/td><td>Motivation<\/td><td>Internal motivators outperform external rewards consistently<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>1. Need to Know<\/strong><\/p>\n\n\n\n<p>Adults must understand the reason for learning before they commit to the process. According to Knowles, Holton, and Swanson (1998, p. 64), &#8220;adults need to know why they need to learn something before undertaking it&#8221; \u2014 and an adult who cannot answer this question expends energy resisting learning rather than engaging with it. In a language classroom, this translates directly: explaining that a specific grammar structure appears in job applications the learner will actually submit activates this principle; teaching it as &#8220;part of the syllabus&#8221; does not.<\/p>\n\n\n\n<p><strong>2. Self-Concept<\/strong><\/p>\n\n\n\n<p>As people mature, their self-perception shifts from dependent learner to autonomous decision-maker (Knowles, 1984). &#8220;Adults have a self-concept of being responsible for their own decisions, for their own lives&#8221; (Knowles, Holton &amp; Swanson, 1998, p. 65). Adults resist environments where they feel controlled or condescended to. For educators, this implies designing programs with genuine learner choice \u2014 over pacing, topic focus, or task format \u2014 rather than uniformly directed instruction.<\/p>\n\n\n\n<p><strong>3. Role of Experience<\/strong><\/p>\n\n\n\n<p>Adult learners arrive carrying professional, personal, and cultural experience that constitutes an immediate and rich learning resource. Knowles (1984) emphasized that this experience must be actively incorporated through discussion, peer learning, and case-based tasks \u2014 not bypassed. Ignoring prior experience does not just miss an opportunity; it communicates disrespect that actively reduces adult motivation.<\/p>\n\n\n\n<p><strong>4. Readiness to Learn<\/strong><\/p>\n\n\n\n<p>Adult readiness to learn is tied to <strong>real-life role requirements and challenges<\/strong>, not to a developmental schedule (Knowles, 1980). Adults become ready when they identify a gap between current capability and a specific demand they are facing \u2014 a new job, a professional certification, or a communication barrier. This makes life transitions natural entry points for adult education.<\/p>\n\n\n\n<p><strong>5. Orientation to Learning<\/strong><\/p>\n\n\n\n<p>Adults are <strong>problem-centered and task-oriented<\/strong> rather than subject-centered (Knowles, 1980). While a child may accept studying grammar as a school requirement, an adult language learner wants to know how the lesson helps them succeed in a job interview or communicate with international clients. Lesson objectives framed around outcomes rather than syllabus coverage respond directly to this principle.<\/p>\n\n\n\n<p><strong>6. Motivation<\/strong><\/p>\n\n\n\n<p>While adults respond to both external motivators (a salary increase, a certification) and internal ones, Knowles was unambiguous: <strong>internal motivators<\/strong> \u2014 self-esteem, career satisfaction, intellectual growth, quality of life \u2014 are consistently more powerful drivers. According to Knowles, Holton, and Swanson (1998, p. 68), &#8220;while adults are responsive to some external motivators (better jobs, promotions, higher salaries), the most potent motivators are internal pressures (the desire for increased job satisfaction, self-esteem, quality of life, and the like).&#8221; The 2024 peer-reviewed study by Knapke et al. (<em>British Journal of Biomedical Science<\/em>) found that feedback linked to readiness and problem-based orientation \u2014 both internally driven principles \u2014 constituted the largest proportion of positive learning responses reported by adult participants.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"how-can-language-teachers-apply-andragogy-in-practice\"><strong>How Can Language Teachers Apply Andragogy in Practice?<\/strong><\/h2>\n\n\n\n<p>Applying andragogy in a language classroom means redesigning the teacher&#8217;s role from <strong>instructor to facilitator<\/strong> \u2014 activating learning rather than delivering it. Practical application of Knowles&#8217; six principles involves explaining lesson rationale before teaching content, drawing on learners&#8217; professional vocabulary and experience, framing all tasks around real communication needs, and giving adult learners genuine autonomy over pacing and goal-setting (Knowles, Holton &amp; Swanson, 1998). These adjustments require a shift in instructional framing, not a complete curriculum overhaul.<\/p>\n\n\n\n<p>According to Knapke et al. (<em>British Journal of Biomedical Science<\/em>, 2024), training programs that aligned with andragogical principles \u2014 particularly readiness to learn and problem-based orientation \u2014 generated the strongest positive qualitative feedback from adult participants. The researchers concluded that instructors should incorporate andragogy into the development and implementation of adult learning programs in order to better meet learner needs, a finding consistent with Knowles&#8217; original prescriptions from <strong>1970<\/strong> onward.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Andragogical Principle<\/th><th>Classroom Application<\/th><\/tr><\/thead><tbody><tr><td>Need to Know<\/td><td>Open each lesson by explaining real-world relevance to the learner&#8217;s context<\/td><\/tr><tr><td>Self-Concept<\/td><td>Offer genuine choice: topic focus, task format, or discussion pace<\/td><\/tr><tr><td>Role of Experience<\/td><td>Use learners&#8217; professional and life stories as primary discussion material<\/td><\/tr><tr><td>Readiness to Learn<\/td><td>Align lesson goals with challenges learners are facing right now<\/td><\/tr><tr><td>Orientation to Learning<\/td><td>Frame activities around tasks and outcomes, not grammar coverage<\/td><\/tr><tr><td>Motivation<\/td><td>Connect progress explicitly to learners&#8217; personal and professional goals<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>Experience as content, not context:<\/strong> An adult language learner who is an engineer already knows the concepts of tensile stress, load capacity, and system failure \u2014 they need the English vocabulary for ideas they already own. An andragogical approach starts from that professional knowledge base rather than treating the learner as a blank slate.<\/p>\n\n\n\n<p><strong>Where andragogy meets digital learning theory:<\/strong> In modern blended and online environments, the self-directed and problem-oriented dimensions of andragogy align closely with how networked digital tools support adult learning. To explore how these principles intersect with connected learning environments, see <a href=\"https:\/\/vietnamteachingjobs.com\/blog\/what-is-connectivism\/\" target=\"_blank\" rel=\"noreferrer noopener\">What Is Connectivism and How Does It Transform Language Teaching in the Digital Age?<\/a><\/p>\n\n\n\n<p><strong>An important limitation:<\/strong> Not all adult learners are equally prepared for self-directed learning. Knowles himself acknowledged, in <em>The Making of an Adult Educator<\/em> (1989, p. 112), that andragogy is &#8220;less a theory of adult learning than a model of assumptions about learning or a conceptual framework&#8221; \u2014 meaning its principles function as guidelines, not universal laws.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"faq\"><strong>FAQ<\/strong><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"what-is-andragogy-in-simple-terms\"><strong>What is andragogy in simple terms?<\/strong><\/h3>\n\n\n\n<p>Andragogy is the theory of how adults learn \u2014 specifically, that adults are self-directed, motivated by real-life relevance, and learn best from experience-based, problem-centered instruction. Malcolm Knowles defined it as &#8220;the art and science of helping adults learn&#8221; (Knowles, 1980), contrasting it with pedagogy, the approach designed for teaching children.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"who-is-known-as-the-father-of-andragogy\"><strong>Who is known as the father of andragogy?<\/strong><\/h3>\n\n\n\n<p>Malcolm S. Knowles (1913\u20131997) is recognized as the father of andragogy. Although the term was coined by German educator Alexander Kapp in 1833, Knowles was the first to develop it into a comprehensive adult learning framework, introduced in <em>The Modern Practice of Adult Education<\/em> (1970) and refined through <em>Andragogy in Action<\/em> (1984) and subsequent works.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"what-are-the-six-assumptions-of-malcolm-knowles-theory-of-andragogy\"><strong>What are the six assumptions of Malcolm Knowles&#8217; theory of andragogy?<\/strong><\/h3>\n\n\n\n<p>The six assumptions, fully systematized in Knowles, Holton, and Swanson&#8217;s <em>The Adult Learner<\/em>, 5th edition (1998), are: (1) adults need to understand the reason for learning before engaging; (2) adults are self-directed and resist imposed instruction; (3) prior experience is an active resource for learning; (4) readiness to learn is tied to real-life task demands; (5) adults prefer problem-centered over subject-centered learning; and (6) internal motivators such as self-esteem and career growth are more powerful than external rewards.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"what-is-the-difference-between-andragogy-and-pedagogy\"><strong>What is the difference between andragogy and pedagogy?<\/strong><\/h3>\n\n\n\n<p>Pedagogy is teacher-directed and content-centered, designed for learners who depend on the instructor to structure what, when, and how they learn \u2014 typically children. Andragogy is learner-centered and problem-focused, designed for adults who bring prior experience, self-direction, and immediate-application needs to any learning environment (Knowles, 1980).<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"how-does-andragogy-apply-to-language-teaching-for-adults\"><strong>How does andragogy apply to language teaching for adults?<\/strong><\/h3>\n\n\n\n<p>In adult language teaching, andragogy means starting from learners&#8217; real communication needs rather than a fixed syllabus, using their professional and personal experience as discussion material, offering genuine choice over learning focus, and framing all activities around practical outcomes rather than grammar coverage (Knowles, 1984; Knowles, Holton &amp; Swanson, 1998). It shifts the teacher from instructor to facilitator of learning.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"explore-more-on-language-acquisition-and-learning-theories\"><strong>Explore More on Language Acquisition and Learning Theories<\/strong><\/h2>\n\n\n\n<p>Andragogy is one of several foundational frameworks shaping how educators approach adult language learning today. To continue building your theoretical knowledge \u2014 from Krashen&#8217;s Input Hypothesis to Vygotsky&#8217;s Zone of Proximal Development \u2014 visit our full collection of articles in the <a href=\"https:\/\/vietnamteachingjobs.com\/blog\/category\/education-insights\/language-acquisition-learning-theories\/\" target=\"_blank\" rel=\"noreferrer noopener\">LANGUAGE ACQUISITION &amp; LEARNING THEORIES<\/a> category on Vietnam Teaching Jobs.<\/p>\n\n\n<div class=\"kk-star-ratings kksr-auto kksr-align-left kksr-valign-bottom\"\n    data-payload='{&quot;align&quot;:&quot;left&quot;,&quot;id&quot;:&quot;17885&quot;,&quot;slug&quot;:&quot;default&quot;,&quot;valign&quot;:&quot;bottom&quot;,&quot;ignore&quot;:&quot;&quot;,&quot;reference&quot;:&quot;auto&quot;,&quot;class&quot;:&quot;&quot;,&quot;count&quot;:&quot;0&quot;,&quot;legendonly&quot;:&quot;&quot;,&quot;readonly&quot;:&quot;&quot;,&quot;score&quot;:&quot;0&quot;,&quot;starsonly&quot;:&quot;&quot;,&quot;best&quot;:&quot;5&quot;,&quot;gap&quot;:&quot;5&quot;,&quot;greet&quot;:&quot;Rate this post&quot;,&quot;legend&quot;:&quot;0\\\/5 - (0 votes)&quot;,&quot;size&quot;:&quot;24&quot;,&quot;title&quot;:&quot;What Is Andragogy? Malcolm Knowles\\u0026#039; 6 Principles for Teaching Adults&quot;,&quot;width&quot;:&quot;0&quot;,&quot;_legend&quot;:&quot;{score}\\\/{best} - ({count} {votes})&quot;,&quot;font_factor&quot;:&quot;1.25&quot;}'>\n            \n<div class=\"kksr-stars\">\n    \n<div class=\"kksr-stars-inactive\">\n            <div class=\"kksr-star\" data-star=\"1\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"2\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"3\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"4\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"5\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n    \n<div class=\"kksr-stars-active\" style=\"width: 0px;\">\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n<\/div>\n                \n\n<div class=\"kksr-legend\" style=\"font-size: 19.2px;\">\n            <span class=\"kksr-muted\">Rate this post<\/span>\n    <\/div>\n    <\/div>\n","protected":false},"excerpt":{"rendered":"<p>Every adult learner has walked into a classroom thinking: why do I have to learn this? That instinct is not resistance \u2014 it is, according to Malcolm Knowles, the defining characteristic of adult learning. Andragogy, the theory Knowles developed and popularized from 1970 onward, provides language teachers and educators with a six-principle framework explaining how [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":17892,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[120,15,117],"tags":[],"class_list":["post-17885","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-individual-differences","category-education-insights","category-language-acquisition-learning-theories"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/posts\/17885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/comments?post=17885"}],"version-history":[{"count":0,"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/posts\/17885\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/media\/17892"}],"wp:attachment":[{"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/media?parent=17885"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/categories?post=17885"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/vietnamteachingjobs.com\/blog\/wp-json\/wp\/v2\/tags?post=17885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}