1,534 research outputs found
Ric Knowles
No full textRic Knowles holding his three new publications; "Afrika Solo", "Theatre and Interculturalism", and "Asian Canadian Theatre" at the Campus Author Recognition Program Annual Reception, October 27, 2011
Cytoadherence and virulence - the case of Plasmodium knowlesi malaria.
No full textBACKGROUND: Cytoadherence of infected red blood cells to brain endothelium is causally implicated in malarial coma, one of the severe manifestations of falciparum malaria. Cytoadherence is mediated by specific binding of variant parasite antigens, expressed on the surface of infected erythrocytes, to endothelial receptors including, ICAM-1, VCAM and CD36. In fatal cases of severe falciparum malaria with coma, blood vessels in the brain are characteristically congested with infected erythrocytes. Brain sections from a fatal case of knowlesi malaria, but without coma, were similarly congested with infected erythrocytes. The objective of this study was to determine the binding phenotype of Plasmodium knowlesi infected human erythrocytes to recombinant human ICAM-1, VCAM and CD36.
METHODS: Five patients with PCR-confirmed P. knowlesi malaria were recruited into the study with consent between April and August 2010. Pre-treatment venous blood was washed and cultured ex vivo to increase the proportion of schizont-infected erythrocytes. Cultured blood was seeded into Petri dishes with triplicate areas coated with ICAM-1, VCAM and CD36. Following incubation at 37°C for one hour the dishes were washed and the number of infected erythrocytes bound/mm2 to PBS control areas and to recombinant human ICAM-1 VCAM and CD36 coated areas were recorded. Each assay was performed in duplicate. Assay performance was monitored with the Plasmodium falciparum clone HB3.
RESULTS: Blood samples were cultured ex vivo for up to 14.5 h (mean 11.3 ± 1.9 h) to increase the relative proportion of mature trophozoite and schizont-infected red blood cells to at least 50% (mean 65.8 ± 17.51%). Three (60%) isolates bound significantly to ICAM-1 and VCAM, one (20%) isolate bound to VCAM and none of the five bound significantly to CD36.
CONCLUSIONS: Plasmodium knowlesi infected erythrocytes from human subjects bind in a specific but variable manner to the inducible endothelial receptors ICAM-1 and VCAM. Binding to the constitutively-expressed endothelial receptor CD36 was not detected. Further work will be required to define the pathological consequences of these interactions
An Account of the expedition to Carthagena : with explanatory notes and observations.
No full textAuthorship attributed to Captain (afterwards Admiral) Sir Charles Knowles. cf. Dict. nat. biog., v. 58, p. 272.Expedition of Admiral Vernon and General Wentworth.Mode of access: Internet
An Account of the expedition to Carthagena, with explanatory notes and observations.
No full textAuthorship attributed to Captain (afterwards Admiral) Sir Charles Knowles. cf. Dict. nat. biog., v. 58, p. 272.Expedition of Admiral Vernon and General Wentworth.On verso of half title: "See the plan of the city and harbour of Carthagena, published in the London magazine for April 1740; which will serve to give the readers of this pamphlet a clearer idea of its contents."Mode of access: Internet
Epidemiological interactions between urogenital and intestinal human schistosomiasis in the context of praziquantel treatment across three West African countries
No full text© 2015 Knowles et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. The attached file is the published version of the article.NHM Repositor
Letter from John F. Knowles, American Vice Consul, American Embassy, Consular Division, Tokyo, to Taneo Akiyama, August 25, 1954
No full textLetter from the American Embassy in Tokyo, Japan, updating Taneo Akiyama on his claim to American citizenship.The Akiyama’s owned the Florin Fish Store until it was burned down during their WWII incarceration. Their four sons went to Japan for further education as teenagers and one was conscripted into the Imperial military. After December 7, 1941 Mr. Akiyama was detained by the FBI in Crystal City, Texas. Mrs. Akiyama and her three sons were forcefully evacuated to Fresno Assembly Center, Jerome incarceration camp and then to Crystal City to join Mr. Akiyama. In December 1945 the family repatriated to Japan and were reunited in Sacramento after six years in Japan. Part of the Japanese American Archival Collection
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
An Overview of Malcolm Knowles' Concept of Andragogy
Jack Boeve
Instructional Technologist
Center for Support of Instruction
Published: September-October 2012
Category: » Online-pedagogy » Teaching-strategies
Introduction
This article provides a brief overview of the concept of andragogy as put forth by Malcolm Knowles and
suggests that his work in this area may contain some helpful ideas for educators to consider.
The concept of andragogy has been around for less than 200 years, and more formal theorizing and
study of the idea that adults learn differently than children and, therefore, require another approach for
education, has been around for less than 100 years. During that time, theorists, educators, and
practitioners have discussed and debated whether a distinction between pedagogy and andragogy
actually exists, and if so, what the implications may be. Part of the conversation, too, has included the
question of what sort of model lies behind andragogy, whether it is a process or a body of content.
Background on the Concept and the Educator
Andragogy reportedly first appeared as a term in 1833, when German teacher Alexander Kapp used it
in reference to elements of Plato's educational theory (Smith, 1996; 1999), but the term did not
achieve mainstream use and was not used for decades thereafter. In the 1920s, educators Eugen
Rosenstock-Huessy and Eduard Lindeman revived the term somewhat in the United States and used it
to refer to a concept of adult education, a set of requirements that included a particular philosophy and
special teachers and methods (Smith, 1996, 1999).
Malcolm Knowles (1913-1997) is considered to be a central 20th-century figure in U.S. adult education.
A lifelong educator in both informal and formal settings, Knowles is credited as the one who popularized
for English language readers the concept of andragogy-the discipline that focuses on the process and
science of adult education (Smith, 1996; 1999).
Knowles' role in adult education began in 1935 under the influence of Lindeman. He latched onto the
idea of adult education and delved into it over the course of the next several decades as he led adult
education programs for the YMCA, served as executive director of the Adult Education Association of
the United States in the 1950s, and then was a university faculty member for 20 years (Smith, 2002).
Along the way, he became more focused on adult informal education as he sought for "a coherent and
comprehensive theory of adult learning" (Knowles, 1989, p. 76). For Knowles, formal educational
programs were most likely to be sponsored by established educational institutions, while informal
programs were more likely to occur within the contexts of community associations and centers,
organizations, unions and industries, and religious institutions (Smith, 2002). He thought that formal
programs were usually better for "new learning of an intensive nature" while informal settings provided
the best opportunities for practicing and refining what had been learned already or for arousing
interests (Knowles, 1950, p. 125).
Knowles' Assumptions About Adult Learners...and Some Possible
Questions for Application
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
Malcolm Knowles
Source: http://www.nl.edu
/academics/cas/ace/resources
/malcolmknowles.cfm (http://www.nl.edu
/academics/cas/ace/resources
/malcolmknowles.cfm)
Knowles initially based his concept of andragogy on four
assumptions about the characteristics of adult learners
that are distinct from those traditionally held for pedagogy
(Smith, 2002) and subsequently added two more in later
publications (Keesee, 2010). He assumed that as people
mature, they move along a continuum in areas that reflect
each of these six assumptions, and that this movement is
from a level of dependence and passivity toward greater
levels of independence, initiative, and action.
As you teach your courses, what do you think about these
assumptions about adult learners? Do they appear true?
Do you consider these ideas when you are teaching
courses and interacting with students? Drawing on these
assumptions about adult characteristics, how might you
incorporate any of these ideas into your courses or
faculty-student interactions?
Learning
Characteristic
Assumption: Pedagogy Assumption: Andragogy Application
Self-Concept The learner is a dependent
personality and is directed
by a teacher whose societal
responsibility is to determine
the conditions and outcomes
of learning.
As a person matures, he/she
moves from being a
dependent personality
toward being a self-directed
human being whose
movement a teacher
encourages and nurtures.
What do you observe of
students' self-concepts and
where they are on the
spectrum of dependence/
independence or being
other- versus self-directed?
Experience A learner's own experience
is limited, of little worth, and
may be only a starting point.
Valuable experience is that
of the teacher, content
author/producer, and
expert. Teaching methods
are didactic and focus on
transmission.
As a person matures, he/she
accumulates a growing
reservoir of experience that
becomes an increasing
resource for learning.
Teaching methods are more
experiential and encourage
incorporating experience
into education.
How are students drawing
upon the various reservoirs
of experience available to
them, either their own or
those of others within their
spheres? Are they applying
experience as an
educational resource? How
might you encourage them
to do so?
Readiness
to Learn
Readiness to learn is
determined by a learner's
age and developmental
stage; learning and
curriculum are organized
around a standardized,
uniform progression for all
learners (learning what
As a person matures,
his/her readiness to learn
becomes orientated
increasingly to the
developmental tasks of
his/her social roles (learning
what one needs to know to
fulfill particular roles).
Are students ready to learn
and apply knowledge to
their wide range of roles and
tasks? How might you assist
students in the process,
being open to new
information and integrating
and applying new
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
society and school expects
one to know).
knowledge?
Orientation
to Learning
Learners see education as a
process of acquiring subject
matter content, the greatest
application of which is
sometime in the future.
Accordingly, curriculum is
organized into subject
matter units following the
logic of the subject.
Learners are subject-centered
in their orientation
to learning.
As a person matures,
his/her time perspective
changes from one of
postponed application of
knowledge to immediacy of
application, and accordingly
his/her orientation toward
learning shifts from one of
subject-centeredness to one
of task- or problem-centeredness.
How might you assist
students with their
application of knowledge,
whether intended for later
application or directed to
present, more immediate life
situations? Do your course
materials focus on either
subject knowledge or
problem solving-or do you
maintain a focus on both
concerns?
Motivation
to Learn
Learners are motivated by
external rewards and
punishment.
As a person matures, the
motivation to learn is
internal.
Do you know what
motivates students to learn?
How might you discover, tap
into, and support their
motivations?
Relevance Learners may be less
inclined to question why
they need to learn
something.
As a person matures, he/she
increasingly needs to know
why he/she needs to learn
something.
Do students know why they
need particular courses or
content? Are they able to
answer this for themselves,
or do you inform and guide
their understanding of
content relevance?
Desired Outcomes of Adult Learning
Over the course of his career, Knowles also identified desired outcomes of adult learning that he
believed were crucial to the formation of "citizen-rulers" in a democratic society. He believed that these
aptitudes and abilities were developed best within diverse educational settings. Knowles' (1950, pp.
9-10) seven baseline outcomes (followed by shortened or paraphrased descriptions) include:
Adults should acquire a mature understanding of themselves. This includes their "needs,
motivations, interests, capacities, and goals," as well as possessing self-acceptance, self-respect, and a
desire to become better.
Adults should develop an attitude of acceptance, love, and respect toward others. They need
to "learn to distinguish between people and ideas, and to challenge ideas without threatening people."
Ideally, this leads to empathy and the desire to help others.
Adults should develop a dynamic attitude toward life. They should accept change, including
personal, and develop the skill and "habit of looking at every experience as an opportunity to learn."
Adults should learn to react to the causes, not the symptoms, of behavior. This entails seeking
solutions at the level of root causes, not in the symptoms.
Adults should acquire the skills necessary to achieve the potentials of their personalities. A
goal of education should be providing skills and nurturing capacities necessary for human flourishing in
individuals and societies.
Adults should understand the essential values in the capital of human experience. This refers
to "the heritage of knowledge," ideas, and traditions of their world and a respect for common, binding
values.
Adults should understand their society and should be skillful in directing social change. Every
adult should know enough about the diverse aspects of social order in order to be intelligent, effective,
and productive participants.
Do you agree with these stated outcomes? If so, how does education at UMUC-and your course
An Overview of Malcolm Knowles' Concept of Andragogy - DE Oracle
instruction specifically-support these broad goals?
Critique
If you find yourself questioning elements of Knowles' theory, you are not alone. Each of his assertions
and the claims of difference between andragogy and pedagogy have been the subject of considerable
debate and critique over the years. Smith (1996, 1999; 2002) highlights and summarizes some points
of critique, including that of Hartree (1984), who asserts that it is not clear whether Knowles' work is a
theory or set of assumptions about learning, or a theory, or model of teaching, or a set of guidelines for
practice. She believes "The assumptions can be read as descriptions of the adult learner...or as
prescriptive statements about what the adult learner should be like" (Hartree, 1984, quoted in Merriam
and Caffarella, 1999, p. 250).
Knowles (1980) later reconsidered his ideas and admitted that the line between pedagogy and
andragogy was not always so clear and that the two are more properly understood as different models
of assumptions--not as dichotomous but as two ends of a spectrum. According to Clark (2011), he
conceded that a number of his key assumptions could apply equally to adults and children and that
possibly the main distinction between them within this arena was that of experience. Thus, andragogy
is perhaps more concerned with being learner-focused while pedagogy traditionally has been more
concerned with being teacher-directed; both concepts exist on a spectrum shared by both adults and
children.
Conclusion
In spite of these critiques, as educators you may still find ideas of merit within either Knowles'
particular set of learning outcomes or his six educational assumptions. You may wish to consider some
of the questions posed above in response to Knowles' ideas, or perhaps reflecting on these assumptions
and learning outcomes generates questions and potential applications of your own. In either case, the
six assumptions related to adult learners may influence or help guide you in your instruction and
interactions with your students.
References
Clark, D. R. ( 2011). Malcolm Knowles. Retrieved from http://www.nwlink.com/~donclark
/hrd/history/knowles.html (http://www.nwlink.com/~donclark/hrd/history/knowles.html)
Hartree, A. (1984). Malcolm Knowles' theory of andragogy: A critique. International Journal of Lifelong
Education, 3, 203-210.
Holmes, G. & Abington-Cooper, M. (2000 Summer/Fall). Pedagogy vs. andragogy: A false dichotomy?
The Journal of Technology Studies, 26(2). Retrieved from http://scholar.lib.vt.edu/ejournals
/JOTS/Summer-Fall-2000/holmes.html (http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000
/holmes.html)
Keesee, G. (2010). Andragogy-Adult learning theory. Retrieved from
http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--
Adult%20Learning%20Theory (http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--
Adult%20Learning%20Theory)
Knowles, M. S. (1950). Informal adult education. New York: Association Press.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy.
Englewood Cliffs, NJ: Cambridge Adult Education.
Knowles, M. S. (1989). The making of an adult educator. An autobiographical journey. San Francisco:
Jossey-Bass.
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Knowles, M. S. & Associates. (1984). Andragogy in action. Applying modern principles of adult
education. San Francisco: Jossey-Bass.
Merriam, S. B. & Caffarella, R. S. (1991). Learning in adulthood: A comprehensive guide. San
Francisco: Jossey-Bass.
Smith, M. K. (1996; 1999). Andragogy. In The Encyclopaedia of Informal Education. Retrieved from
http://www.infed.org/lifelonglearning/b-andra.htm (http://www.infed.org/lifelonglearning/b-andra.htm)
Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. In The
Encyclopaedia of Informal Education. Retrieved from http://www.infed.org/thinkers
/et-knowl.htm (http://www.infed.org/thinkers/et-knowl.htm)
About the Author(s)
Jack Boeve joined the CSI staff as an instructional support specialist in November 2011. Prior to joining CSI, he was a project
specialist for with UMUC's Center for Intellectual Property, where his roles included Web and resource development,
instructional support for courses and conferences, and creative communications and publications. He has also worked in the
publishing industry and the nonprofit sector. Jack has a BA in English literature and an MDiv.
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