Adult Learning and the University of the Third Age

Malcolm Knowles is widely regarded as the “Father of Adult Learning” and the person whose thinking and writing launched a new profession, called Adult Education as opposed to educating children. He popularized the distinction between these two approaches to education by using the terms Andragogy (the art and science of helping adults to learn) and Pedagogy (the art and science of helping children to learn).

During a distinguished academic career he wrote 18 books and had 230 articles published in education related journals. His final position before his death in 1997 was Professor Emeritus of Adult Education at North Carolina State University. Although the field of Adult Education has developed far beyond Knowles, his original insights are still widely acknowledged as valid. One of the key advances is that many of the andragogic assumptions apply equally to children (but there is no space to deal with that here!). So, we go straight to a few of his key insights:

First insight: adults have a need to be self-directing and decide for themselves what they want to learn. Being told by some “authority” or “expert” what and how to learn is resisted by most adults. You and I prize our independence and we want a major say in whatever learning we think we should engage in. Interestingly, the University of the Third Age (U3A) a worldwide movement pioneered in France (and which has a lively branch in our small village) is firmly based on this insight. Members are invited to suggest courses/topics that interest them and there is no requirement to attend any lecture or seminar that is not of your choice. There are no prerequisites, exams or certificates.

Second insight: adults have an accumulated reservoir of life experiences and knowledge that provides a rich resource for learning. If any piece of knowledge makes no connection with the plethora of past experiences and knowledge that makes us who we are, we tend not to assimilate it. We seem to want and need new information to link with what we already know – even if it convinces us to reject our prior knowledge as wrong and adopt the new insights! It is crucial therefore that U3A lecturers/speakers/tutors engage with their adult learners and refrain from merely lecturing at them. We generally have experiences that give us a view on what is being said and we need to discuss things and relate our views with whatever is presented.

Third insight: adults are relevancy-oriented and goal-oriented. We must see a reason for attending an educational program; it must be relevant to what we are looking for at our current stage of life. For example, no one is going to attend classes in computer basics if they don’t have a computer and have no intention of getting one; no one will battle through a 26 week course on the history of Britain unless they have some interest in or connection with the little green isles. We adults do things for a purpose; we are goal-oriented. For example, your goal in attending a series on Conversational French might be to be competent to converse with French people during a barging vacation you intend taking on the French canals in six month’s time.

Fourth insight: adults are motivated to learn by both extrinsic and intrinsic factors. An extrinsic factor would be a desire to meet and make new friends which is often a welcome bye-product of adult education activities. Another would be the desire to escape boredom or seek mental stimulation in a setting different from the mundane realities of everyday life. An intrinsic motive for getting involved in adult education might be the desire to satisfy an enquiring mind or to ensure that your brain keeps in good working order as you move into your later years. Lifelong learning is not only a worthy motivation and challenging goal; it is also a strategy for prolonging a high quality of life.

 The University of the Third Age is a wonderful world-wide institution. It was formed to provide for people who have the time to pursue intellectual interests not tied to schools and pedagogy (the First Age) nor to the world of work (the Second Age). The Third Age is a time when learning can adhere to Knowles’ insights. It is a time when learning can be fun and entertaining; when a classroom-style set-up should be avoided and more group work offered. It is a time when exams and qualifications and certificates are no longer relevant; rather, interesting topics and entertaining speakers are what counts! I can recommend the U3A to all who have not yet joined a branch. Google it and I’m sure you’ll find a branch near you!