Andragogy, The Adult Learner and Faculty as Learners.

Through a synthesis of research and literature, this paper explores factors that motivate human learning and development, specifically in the higher education environment. After discussing andragogy (the science of adult learning), the paper highlights four differences between andragogy and pedagogy: (1) self-concept and the student-teacher relationship: andragogy implies a more equal and reciprocal relationship; (2) experience: andragogy is more multi-directional than pedagogical methods; (3) readiness to learn: in andragogy, adult learners are more capable than children of identifying their interests and needs; and (4) time perspective and orientation learning: pedagogy in elementary and secondary schools has become increasingly more andragogical with the deliberate introduction of experiential, collaborative, and interactive learning. The paper then presents sections on the seven steps in the andragogical process; the new adult learner, who is quite different from the typical post-World War II college student in age as well as educational objective; and four different learning styles and the types of students who adopt them, according to the Myers Briggs Type Indicator. Being aware of these styles assists faculty in accommodating students' various temperaments and educational needs. Finally, the paper reflects on teachers themselves as learners, and makes suggestions for strengthening community college faculty scholarship. Contains 16 references. (AS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************