Grow The Staged Self-Directed Learning Model

I wanted to see the actual model…

From Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory, a chapter by Sharan B. Merriam in New Directions:
“The five assumptions underlying andragogy describe the adult learner
as someone who (1) has an independent self-concept and who can direct his
or her own learning, (2) has accumulated a reservoir of life experiences that
is a rich resource for learning, (3) has learning needs closely related to chang-
ing social roles, (4) is problem-centered and interested in immediate appli-
cation of knowledge, and (5) is motivated to learn by internal rather than
external factors.”

I wonder how much #2 can also be a barrier to adult learning? For instance, I work with teachers who have a rich reservoir of experience of enduring really bad professional development. Some of what I do is try to earn their trust by trying to understand their context and concerns and letting them know that, while I have an agenda, it can be modified as needed to meet their interests. I try to customize as much as possible.

Later:  I am reading Knowles’ New Perspectives on Andragogy and he discusses this very issue, noting that a learners’ experience can create biases against learning.  He says that this issue has been the subject of much recent research.  He goes on to discuss Senge’s work with mental models.

Malcolm Knowles, informal adult education, self-direction and andragogy
“Several important differences are found between the interests in organized classes and the interests in lecture, forum and club programs. In the first place, the former are likely to be stable, long-term interests, while the latter are more transitory. In the second place, lectures, forums and club programs are more flexible than organized classes. In a program series the topics can range from pure entertainment to serious lectures, while an organized class is necessarily limited to a single subject-matter area. Third, the lecture, forum, and club types of programs generally require less commitment of time, money and energy from participants than do organized classes. As a result they are likely to attract people with somewhat less intense interest.” (Knowles 1950: 24)

In addition, they are likely to attract people with different motives.  For instance, when I first moved to Coatesville, Pennsylvania, I took an archaeology class through a local adult education program, partially because I was interested but also because I was hoping to meet some new people.  So, I was using learning in a social way.  I didn’t really meet anyone but I did learn a bit about local archaeology and Native Americans.