Knowles (1978) proposed Andragogy to make a distinction between how children learn, known as pedagogy, and how accountable adults tend to pursue learning. Knowles (1984) states that adult learners are self-directed. As functioning adults, adult learners seek out information that benefits their ability to improve their lifelong learning. Lifelong learning is compounding through self-directed knowledge gathering and practical application of learned skills that result from seeking new information. Lifelong learning refers to the ability of learning experiences to combine with what was previously known. In addition, lifelong learning refers to the ability of experiences to inform intellectual growth through the compounding of self-directed, motivated information gathering with life experiences (Knowles, 1984). Adult learners seek directly applicable information, persuasion, and examples that can be immediately applied to real-world scenarios that the learner will inevitably interact with. Practicality and applicability enhance the salience of learning to make listeners more receptive to new information. When the information is relevant to the listener’s life, they will want to intake and adapt to the new information. Finally, direct connections to the inherent value of information must be made. Value can take shape contextually, through repeated practice, or in direct practical application. Adult learners are problem-centered and find value in solving real-world problems.

1 Adult Learners are Self-Directed

Adults are self-directed in their learning. Adults benefit from participating in the learning experience. Adults are distinct from children because they have autonomy, accountability, and agency. Children are dependent on the curriculum set by adults and formalized through accreditation. Adults can independently seek out what they view to be valuable, practical, or beneficial to themselves. The ability to self-determine and use personal agency to introspect and evaluate the merit of external experience creates a well-rounded analysis of the value of participation in one’s own education. Knowles noted that adult learners tend to benefit from self-direction and participating in the construction of their learning journeys precisely because they have agency over their time and prize choice as a form of principled reflection on their own accountability and agency. Their participation is integral to making a lasting connection to learning. Adults who participate in constructing their learning experiences are more likely to learn and grow from what they hear.

For speeches of any kind, the ability to reflect on your own self-concept and motivation to participate in learning throughout a lifetime can help to contextualize goal setting. Being able to accurately convey your current and past learning progressions is integral to making the audience a conduit to future action. The raising of a hand is enough to help people categorize themselves into an in-group of like-minded learners.

2 Lifelong Experience Matters

I always joke in my undergraduate public speaking courses that a speech is not an English class. ‘I’ matters to any presentation because experience can be evidence that builds on the derived credibility of the speaker’s other citations, narrative structures, or appeals. Moreover, any of the Aristotelean appeals logos, pathos, or ethos can be capitalized on through a story of personal experience. Logos might be present when describing how rewarding it is to delay gratification to reach a goal. Pathos can be capitalized on when relaying a story of how to overcome struggle. Ethos can be exemplified when you let the audience know why you are a better person for delaying gratification and having the discipline to overcome past struggles.

Knowles explored the idea of lifelong learning. Experience and participation in the learning journey compounds to create a meaningful corpus of experience to draw from over a lifetime. Any of us who have ever learned from a mentor or elder can attest to the power of compounded experience in creating a anti-fragile perspective on growth. Experiences can be positive, negative, or neutral but our ability, as adult learners, to contextualize the value of the experience is up to us. Reflection and addition of experience to the corpus of lifelong learning can hone ability, perspective, and capabilities into discernable expertise that can be passed on to others for everyone’s benefit.

3 Relevance and Impact

Children are required to learn. Adults must be ready to seek out the learning that directly reflects development that supports their roles and responsibilities as an accountable person who is oriented toward self-improvement. Problem solving is a skill that can be constantly honed and sharpened throughout lifelong learning. Therefore, identification of what can actively solve life problems can lead to meaningful experiences that contribute to purposeful skills-building throughout lifelong learning.

If you can solve a problem for an audience that audience will likely be ready to learn your solution. Problem-centered presentation can be either persuasive or informative based on the approach. Any adult can learn and be ready to learn if the benefits of learning are connected clearly to practical problem-solving.

4 Adult Learners are Problem-Centered to Find Practical Solutions

Practical application of learning is paramount to the adult learner. If you let people know how they can use the lesson or problem-solution process learned today as soon as they leave the talk or classroom, there will be a definitive orientation toward learning and practical application of what is learned.

You can capitalize on the orientation toward learning by providing step-by-step instruction that leads to improvement for the adult learner. The key to making any speech impactful to adult learners is to illustrate clear, broad value in practical applications. If the audience can use whatever you are relaying in everyday life, then they will listen intently. Good speeches are helpful speeches. Any information or processes that improve efficiency, quality, or productivity will be valuable to the adult learner.

Use Andragogy to Teach Others

Whether you are a novice communicator or an expert orator, the ability to appeal to the adult learner will make your approach and information viable to others in practice. At Professional Public Speaking, we hope to provide strategic public speaking coaching and planning that will help you be the example of a successful speaker you would hope to see from others and that others will clearly be able to view from you.

At Professional Public Speaking, we’re here to help learners at every stage. Whether you’re preparing for a keynote, a classroom presentation, or a career opportunity, Professional Public Speaking offers a solution tailored to your needs. Our courses are designed to meet you where you are and help you grow with intention.

Are you ready to learn, grow, and hone your skills as a communicator? Explore our courses, preview a module, and see how you can create your learning experience today.

References

Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9-20. 

Knowles, M. S. (1984). Theory of andragogy. A Critique. International Journal of Lifelong. Cambridge MA.