An Application of Knowles' Theories of Adult Education to an Undergraduate Interdisciplinary Studies Degree Program

Autor/inn/en	Harper, Lin; Ross, Jerry
Titel	An Application of Knowles' Theories of Adult Education to an Undergraduate Interdisciplinary Studies Degree Program
Quelle	In: Journal of Continuing Higher Education, 59 (2011) 3, S.161-166 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2011.614887
Schlagwörter	Andragogy; Interdisciplinary Approach; Adult Education; Educational Theories; Learner Controlled Instruction; Adult Learning; Instructional Development; Educational Strategies; Formative Evaluation; College Programs; Program Descriptions + Suchen Sie Ihr Suchwort? Andragogics; Andragogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational theory; Theory of education; Bildungstheorie; Adulte education; Teaching improvement; Unterrichtsentwicklung; Lehrstrategie; Studienprogramm
Abstract	Malcolm Knowles' theory of andragogy is best known in the world of adult education as a conceptualization of how and why adults learn. The following practice-based article that has applied Knowles' theories and precepts to an undergraduate program reflects on how those concepts work with people whom Knowles might well have not considered "adults." The Interdisciplinary Studies program at The University of Southern Mississippi allows learners to formulate their own degree plan within broad boundaries, focusing on two disciplinary concentrations with a final research or creative project as a "capstone." This article reviews the process within which this program came into being and considers its inner workings. The authors reflect on the motivations that Knowles considered the foundational difference between "adults" and "children" and compare their own, somewhat traditional, base of learners to those precepts, finding that perhaps there are more similarities than differences when the learner is in control of his or her learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10