Knowles (1978) proposed Andragogy to make a distinction between how children learn, known as pedagogy, and how accountable adults pursue learning. The agency inherent in the accountability assumed from adulthood allows adult learners a distinct advantage in setting their own learning goals. Adult learners can guide learning journeys based on what has motivated and catalyzed other adults to learn, grow, improve, and create meaningful change. Knowles (1984) states that adult learners function through five distinct assumptions: self-concept, experiential learning, readiness to learn, orientation to learning, and motivation to learn.

1 Self-Concept Motivates the Pursuit of Learning

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 have the opportunity to 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.

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 and being able to accurately convey your current and past learning progressions. The ability to relay your perspective in a self-reflective manner that seeks to connect with other motivated learners can build credibility throughout the speech because everyone in your audience has had to weigh the responsibility of similar choices as to what to learn and pursue.

2 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 Readiness to Learn

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 Orientation Toward Learning

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.

5 Motivation to Learn

Motivation to learn switches from being required to being necessary based on value propositions. The ability to capitalize on problem-centered approaches to provide coherent, cogent solutions to real-world problems makes a planned speech viable to the adult learner. Adult learners tend to make learning intrinsic as a means to enhance and engage in lifelong learning.

Motivation is fleeting. Motivation represents a spark that can catalyze a meaningful change for the adult learner. Be the catalyst that you want to see in others. Be the example of how to turn an idea or a process into practical success. Motivate others because they can do more for themselves than you could ever do as an individual.

Why Andragogy Should Matter to You

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.