MALCOLM SHEPHERD KNOWLES: A HISTORY OF HIS THOUGHT -- MALCOLM SHEPHERD KNOWLES: A HISTORY OF HIS THOUGHT -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- CONTENTS -- PREFACE -- Chapter 1 THE EVOLUTION OF A CONCEPTUAL FRAMEWORK -- Introduction -- Developmental Sequence of Ideas -- Outline of Chapters 2 to 7 -- A Brief Biography -- Early Years -- Harvard Years -- Between Studies -- Graduate Years -- The Professorial Years -- Retirement -- Conclusion -- The Years Leading up to 1950 -- The Educational Background -- Exposure to New Ideas -- The Search for a Unifying Principle -- Chapter 2 THE INITIAL THINKING (PHASE 1) -- Informal Adult Education (1950) -- The Challenges -- Aims of the Work -- The Urgency of the Adult-Educational Task -- Educational and Philosophical Goals -- Knowles' Philosophy -- The Individual's Need for Growth -- The Teaching-Learning Transaction -- Group Dynamics -- Group Discussion -- Group Leadership -- Conclusion -- The Writings from 1954 to 1959 -- The Age of Adult Education -- Post-War Growth in Adult Education Enrolments -- A New Awareness of the Characteristics of Adults as Learners -- The Adult Education Association of the United States of America -- Knowles' Writings -- Teaching Adults in Informal Courses (1954) -- How to Develop Better Leaders (1955) -- Aims of the Work -- The Shared Role of Leadership -- Leadership Training Dimensions -- Group Self-Training -- Principles for Supervisors -- Human Resource Development -- Conclusion -- Introduction to Group Dynamics (1959) -- Major Influences -- The Need to Deal with Change -- Group Dynamics as Practical Knowledge -- Leadership and the Possibility of Manipulation -- The Group as an Expression of Common Identity and Purpose -- Conclusion -- Summary of Phase 1 Thinking -- Aims -- Philosophy of Education -- Group Dynamics -- Leadership.

The Teaching-Learning Transaction -- Contributions to the 1970 Andragogical Framework -- Chapter 3 THE EMERGING FRAMEWORK (PHASE 2) -- The Writings from 1960 to 1962 -- Handbook of Adult Education in the United States (1960) -- Typology of Adult Learning Programs -- Six Principles of Adult Learning -- Conclusion -- The Leader Looks at Self-Development (1961) -- The Search for Personal Authenticity -- Leadership Competencies: A Knowledge Hierarchy -- The Process of Self-Development -- Principles of Learning and Self-Development -- Conclusion -- The Adult Education Movement in the United States (1962) -- Aims of the Work -- Defining the Term "Adult Education" -- Adult-Child Learning Differences -- Predictions for the Near Future -- Assumptions for the Education of Youth -- Predictions for the More Distant Future -- Conclusion -- The Writings from 1965 to 1969 -- The Leader Looks at the Learning Climate (1965) -- Aims of the Work -- Adult-Youth Learning Differences -- A Common Approach to Learning -- Conclusion -- The Professional Nurse Looks at the Learning Climate (1966) -- The Professional Nurse Looks at Self-Development (1966) -- Higher Adult Education in the United States (1969) -- Forces for Change -- Aims of the Study -- Andragogy -- Issues of Curriculum and Methodology -- Trends within the Universities -- The Survival of Higher Adult Education as a University Function -- Conclusion -- Summary of Phase 2 Thinking -- Adult Education Defined -- Typology of Adult Learning Programs -- Knowledge Hierarchy -- Adult Learning Principles -- Adult-Child Learning Differences -- Andragogy -- Contributions to the 1970 Andragogical Framework -- Chapter 4 THE DEVELOPED FRAMEWORK (PHASE 3) -- The Modern Practice of Adult Education (1970) -- Aims of the Work -- Andragogy Versus Pedagogy -- The Meeting of Needs -- The Needs and Goals of the Individual.

The Needs of the Institutions -- The Needs of Society -- Adult-Child Learning Differences -- Self-Concept -- Experience -- Readiness to Learn -- Orientation to Learning -- The Learning-Teaching Transaction -- The Capacity of Adults to Learn -- Learning as an Internal Process -- Conditions of Learning and Principles of Teaching -- The Technology of Andragogy: The Andragogical Process -- The Learning Climate -- Structures for Planning -- Needs Diagnosis -- Formulating of Objectives -- Learning Design -- Conduct of the Learning -- Evaluation -- Counselling and the Andragogical Process -- Conclusion -- Summary of Phase 3 Thinking -- The Theory of Andragogy -- The Technology of Andragogy -- Specific Contexts for Applying the Technology -- Chapter 5 THE FRAMEWORK EXPANDED (PHASE 4) -- The Writings from 1972 to 1975 -- Introduction to Group Dynamics (Rev. ed., 1972) -- The Adult Learner (1973) -- Aims of the Work -- A Model of Lifelong Education -- Learning Theory Models -- Andragogy as a Model for HRD -- Self-Directed Learning (1975) -- Aims of the Work -- Self-Directed Learning -- Andragogy -- Knowles' Changing Perceptions of Andragogy and Pedagogy -- Role of the Teacher -- Contract Learning -- Conclusion -- Summary of Phase 4 Thinking -- The Andragogical Research Base -- Motivation to Learn -- Contract Learning -- Self-Directed Learning -- Learning Theory Models -- Andragogy as f Unified Framework for HRD -- The Learning Continuum -- Phase 4 Additions to the Framework -- Chapter 6 THE FRAMEWORK COMPLETED (PHASE 5) -- The Writings from 1977 to 1984 -- A History of the Adult Education Movement in the United States (Rev. ed., 1977) -- The Adult Learner (2nd ed., 1978) -- Contract Learning -- Andragogy -- A Limited Revision -- The Modern Practice of Adult Education (Rev. ed., 1980) -- Responses to Critics -- From Pedagogy to Andragogy -- Modern Practice.

Adulthood -- Models and Ideology -- Learning Contracts -- Conclusion -- The Adult Learner (3rd ed., 1984) -- HRD and Learning Resource Systems -- Creating Lifelong Learning Communities -- Becoming a Facilitator of Learning -- Releasing the Energy of Others -- Andragogy -- Andragogy in Action (1984) -- Andragogy as Theory -- The Andragogical-Pedagogical Assumptions -- Andragogy and Pedagogy as Parallel Models -- Self-Directed Learning -- Climate Setting -- Andragogy as Adult-Educational "Glue" -- Knowles' Vision: Andragogy as a Flexible Model for the Future -- Conclusion -- Summary of Phase 5 Thinking -- The Need to Know -- Parallel Models -- Andragogy as a Model for the Development of Self-Directed Lifelong Learners -- Phase 5 Additions to the Framework -- Chapter 7 FINAL THINKING (PHASE 6) -- The Writings from 1986 to 1998 -- Using Learning Contracts (1986) -- Aims of the Work -- Contract Learning and the Andragogical Assumptions -- The Practice of Contract Learning, its Benefits and Limitations -- The Making of an Adult Educator (1989) -- Knowles' Philosophical Orientation -- Knowles' Contribution to Adult Education -- Andragogy -- Responses to Criticisms -- Indoctrination and Mandatory Learning -- The Social and Political Arena -- The Future -- The Adult Learner (4th ed., 1990) -- Philosophy -- Perspective Transformation -- Whole-Brain Learning and Teaching -- The Andragogical-Pedagogical Assumptions -- A History of the Adult Education Movement in the United States (Reissue, 1994) -- Designs for Adult Learning (1995) -- The Adult Learner (5th ed., 1998) -- Conclusion -- Summary of Phase 6 Thinking -- Chapter 8 CONCLUSION -- New Textbooks and New Teachers -- Developments across the Phases -- Overview of the Completed Framework -- A Coherent and Integrated Model -- Summary Description of the Completed Framework -- Lifelong Learning.

APPENDIX A: DEVELOPMENT OF THOUGHT IN KNOWLES' WRITINGS FROM 1950 TO 1995 -- APPENDIX B: THE ANDRAGOGICAL-PEDAGOGICAL ASSUMPTIONS, 1973-1995 -- BIBLIOGRAPHY -- INDEX.