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Andragogy First Coined
The term Andragogy was first recognized in 1833, when the term was created by German high school teacher, Alexander Kapp (1799-1869). -
John B. Watson
John B. Watson (1878-1958), was an American psychologist who developed the theory of behaviorism. This is based on the idea that behaviors are learned through various interactions with the environment. Watson also took interest in conditioned responses, creating a very well-known, yet controversial classical conditioning experiment, called “Little Albert”. -
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Eugen Rosenstock-Huessy
Eugen Rosenstock-Huessy (1888-1973), developed the topic of Andragogy into a theory of adult education. Rosenstock-Huessy was a sociologist and philosopher who authored many books in both English and German throughout his life. Some of these works include Speech and Reality (1970) and Soziologie (Planned release in 1997). -
Eduard Lindeman
Eduard Lindeman (1885-1953), was an American educator and pioneer who was best known for popularizing andragogy. He is credited with grabbing the attention of European scholars in 1926, when he introduced his own definition of andragogy. Lindeman's passion for adult education was more so focused on the education that takes place in daily life, rather than the common education in classrooms and other academia. -
Theory of Cognitive Development
Jean Piaget (1896-1980), was a Swiss psychologist known for his creation of the theory of cognitive development. This theory emphasizes that through learning, children move through a “staircase” model of four different stages of development. These stages are the sensorimotor stage (0-2 years), the preoperational stage (2-7 years), the concrete operational stage (7-11 years), and the formal operational stage (12 & up). -
Maslow's Hierarchy
Maslow’s hierarchy of needs was created in 1943 by Abraham Maslow. This pyramid model displays the thought that human needs are hierarchical and different needs have priority over others. From the bottom of the pyramid up, the levels are as follows: physiological needs (food, water), safety needs (security, safety), belongingness and love needs (intimate relationships, friends), esteem needs (prestige and feeling of accomplishment), self-actualization (creativity, meaning and inner potential). -
Bloom's Taxonomy
Bloom’s taxonomy was created in 1956 by Benjamin Bloom. It was revised in 2001 by Lorin Anderson and David Krathwohl. This hierarchical classification model outlines six objective levels for learning outcomes set by educators for their students. The levels in the first version were evaluation, synthesis, analyzing, application, comprehension, and knowledge. The levels in the revised version are creating, evaluating, analyzing, applying, understanding, and remembering. -
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Critical Pedagogy
Critical pedagogy was created by Paulo Friere (1921-1997), a Brazilian educator and philosopher. This concept can be traced Friere's book, published in 1968 by the name Pedagogy of the Oppressed. Critical pedagogy is “the belief that teaching should challenge learners to examine power structures and patterns of inequality within the status quo” (Currell, 2023). He wanted learners to change society. -
Nine Events of Instruction
In 1965, Robert Gagné introduced a group of events associated with the mental conditions of learning, named the nine events of instruction.These events are as follows: gain attention, inform learners of objectives, stimulate recall of prior learning, present stimulus, provide learner guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer. -
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Malcolm Knowles
Malcolm Knowles (1913-1997), was an American educator, who was known for popularizing the term andragogy. Knowles was also known for his six principles of adult learning, which he worked on throughout the 1970’s and on. These principles are as follows: need to know, experience, self-concept, readiness, problem orientation, and intrinsic motivation. -
Self-Directed Learning
Self-directed learning is intrinsically motivated learning, where there is no instruction from another individual. It has been around for decades, but was formalized in 1975. This type of learning can be broken down into a four-step process. Step one is where one must assess their readiness to learn. Step two in where the individual sets their learning goals. Step three is engaging in the learning process. Lastly, step four the individual must evaluate learning.