Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.

Malcolm Knowles' Theory

Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.

Andragogy Model

Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for “soft skill” domains such as <a href="http://instructionaldesign.org/domains/management/">management development </a>).

Application

<ol><li>There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)</li><li>Instruction should be task-oriented instead of memorization — learning activities should be in the context of common tasks to be performed.</li><li>Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.</li><li>Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when needed.</li></ol>

Application 

Understanding your audience is critical to lighting up their passion for learning.

Andragogy (Malcolm Knowles) - InstructionalDesign.org

Casual observation tells us that most people don’t use math beyond simple arithmetic in everyday life. Few people make use of fractions, trigonometry, or multi-digit division algorithms they use in school. More advanced tools like algebra or calculus are even less likely to be brought out to solve everyday problems.

Evidence for the Failure to Use Math

I see three explanations for the failure to use math in everyday life:1. Most people don’t learn math well enough to use it effortlessly.2. We learn school math but fail to translate real problems into a format where we can apply our math knowledge.3. Most higher math isn’t useful for everyday problems.

Why Do People Fail to Use Math

There seem to be a few options:1. More drill and practice with math. More time spent drilling and practicing math makes it more available for effortless calculations.2. More practice with interpreting problem situations. We need to give students more training in noticing and converting everyday situations into the math problems they know how to solve.3. Give real-life challenges that require math. Ultimately, skills and knowledge are sustained by usage. If you don’t have any genuine problems that require a skill, you begin to forget it.

How Can We Make Math More Useful?

How much of the math you’ve learned in school do you use in everyday life?

Why do we fail to use so many of the subjects we learn in school? Are they useless, or do we simply fail to learn them well enough?

Published Ideas

Why Don't We Use the Math We Learn in School? - Scott H Young

To improve any skill, imitate, then innovate. The more we imitate others, the quicker we can discover our own unique style. But modern creators refuse to imitate others and insist on originality even when it comes at the expense of quality. They feel scared to imitate other people's styles and try to avoid those that can make them great.

The originality disease

It is our failure to become our perceived ideal that ultimately defines us and makes us unique.

Creators are intentional in what they consume. Consuming art is a product work for them. For example, film directors watch movies to see how they're made, then borrow and build upon them in their own work. When George Lucas created Star Wars, he consulted the teachings of Joseph Campbell, who spent his career studying mythology and religion. Lucas’ artistic originality was enhanced by an imitative respect for Campbell’s work.

Creators consume art differently than consumers

<ul><li>Misunderstanding inspiration. Many people think inspiration comes from nowhere and think that studying other people's work may contaminate their originality.</li><li>Fetishising originality. People do study those before them, but only so they can do something different.</li><li>Pure conjecture: self-obsession. Instead of looking outward, people look inwards for inspiration. Paintings are increasingly abstract to reflect the subjective experience of the artists.</li></ul>

The cause of originality disease

Innovation without imitation is a fool's strategy. Einstein studied classical physicists for decades which enabled him to invent general relativity. Most original musicians spent hours practising scales to pick up on the creative powers of musicians they admire. Hunter S. Thompson once hand-wrote every word of the Great Gatsby to recreate what it feels to write a great novel. Rober Louis Stevenson copied paragraphs he enjoyed and then rewrote them from memory.

Learning from historical examples

Most imitation happened through apprenticeships.Leonardo da Vinci had almost no formal schooling but got his first apprenticeship at 14. He then studied math, anatomy, drawing techniques and geometry. One of his master's most famous sculptures was of David. Later, da Vinci's painted David resembled his masters. However, today we replace apprenticeships with efficiency and train at professional art schools. As apprenticeships decline, so does imitative learning.

Imitation

Any skill that is difficult to put the core knowledge into works is a skill that should be developed through imitative learning. These skills have many subtleties that are best learned in conversation with a master or through watching them—for example, cooking. Following a recipe can help you make a meal, but it won't turn you into Gordon Ramsay. Creative work is similar. Reading a lot of good writing is possibly the best way to become a good writer.

Skills best trained through imitation

<ul><li>Near imitation is when you imitate people who do similar work to you. It's what musicians do when they practice scales.</li><li>Far imitation is when you transfer ideas from one domain to another. Sigmund Freud used many of the ideas of Nietzche to create Interpretation of Dreams, which is known as the most original work of psychology.</li></ul> The best innovators combine near imitations with far ones.

Two kinds of imitation

The surest sign of an amateur is someone who values originality as their ultimate goal. Instead, they should value quality. They won't become original by getting the Originality Disease because pursuing originality too directly can lead to the opposite. In the words of C.S. Lewis, "No man who cares about originality will ever be original. It's the man who's only thinking about doing a good job or telling the truth who becomes really original—and doesn't notice it."

How to pursue originality

Stashed ideas

Imitate, then Innovate - David Perell

Sadhguru never let schooling interfere with his education. Hence, behind his various educational initiatives, the emphasis has always been on inspiration, not indoctrination. It has never been about accumulating information but enhancing perception. Below are a few quotes he has shared on the subject.

Quotes About Education by Sadhguru

"Our concept of education has to go beyond manufacturing cogs for the economic engine" ~Sadhguru

Quote

"Education need not only be a tool for survival but for enhancing perception. The children must blossom and flower into great human beings." ~Sadhguru

Education is about making the child grow with an uncluttered intelligence. An intelligence that is not identified and entangled in culture, religion, ideology, or prejudice will naturally lead to the ultimate blossoming of the individual.~Sadhguru

Teaching should not be a profession – it must be a passion. Only then can education move from imposition of facts to exploration of truth. ~Sadhguru

Education should not be about molding children the way you want them, but about supporting their natural longing to know. ~Sadhguru

Education is about empowerment, about cultivating a human being to the highest possible potential – a tool for fulfilling the immensity of Being. ~Sadhguru

Education is not about loading the child’s mind with information, but about making it capable of razor-sharp perception, capable of knowing life in its full depth and dimension. ~Sadhguru

From the day you are born, everyone is trying to educate you about something that has not worked in their lives. ~Sadhguru

It is not the qualification but the competence that opens a door.~Sadhguru﻿

Education does not mean getting a certificate. It means enhancing yourself. ~Sadhguru

Education should be about enhancing your horizons, about having a larger vision of life.But generally ,just the reverse is happening.~Sadhguru

The focus of education should not be on suppressive information but on kindling the thirst for knowledge.~Sadhguru

Education needs inspiration, not just information. Only inspired human beings can transform their own lives and lives around them.~Sadhguru

Modern education is purely informative – there is no inspiration. Without inspiration, no human being rises beyond the limitations in which he lives.~Sadhguru

Sadhguru never let schooling interfere with his education. Hence, behind his various educational initiatives, the emphasis has always been on inspiration, not indoctrination. It has never been about accumulating information but enhancing perception. Below are a few quotes he has shared on the subject.

Learn from people who are doing better than you or can help you learn a little bit more

Learn From Others

Learning for the sake of knowledge will lead to nowhere.... Learn.. Implement... Re-learn

Implement

Learn to distil feedback from doers that is helpful versus side liners (best ignored)

Criticism Vs Feedback

We spend most of our days practicing memorization of facts that we’ll probably never use. School dulled my brain down. It killed the natural spark of creativity I had for music because, according to…

Andragogy (Malcolm Knowles) - InstructionalDesign.org

Why Don't We Use the Math We Learn in School? - Scott H Young

Imitate, then Innovate - David Perell

Quotes About Education by Sadhguru

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