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Born: in Livingston, Montana, son of a veterinarian
Died: in Fayetteville, Arkansas
Married: Hulda Fornell Aug. 20, 1935
Children: Eric (1941) and Barbara (1946)
Education
1934 B.A., Harvard
1949 M.A. in Adult Education, University of Chicago
1960 Ph.D. in Adult Education, University of Chicago
1975 D.Sc. (hon.), Lowell Tech. Institute
1984 D. Pedagogy (hon.), National College of Education
1986 D. Education (hon.), Regis College
1986 D. Administration (hon.), Northland Open University
1988 D. Education (hon.), Montana State University
1991 LHD, Empire State University
1992 LHD (hon.), University of New Hampshire
Employment
Since 1979
In retirement, he was actively engaged in consulting and conducting workshops for educational institutions, business and industry, government agencies, religious institutions, voluntary agencies, and the American Society for Training and Development. He served as a faculty member for the Center for Higher Education of Nova University and Union Graduate School. He also participated in conferences in North America, Europe, South America, Australia, and Asia.
1989 Mentor for the Fielding Institute, Santa Barbara, CA
1974-1979
Professor Emeritus of Adult and Community College Education, North Carolina State University, Raleigh, NC
1959-1974
1951-1959
1946-1951
Professor of Education, Boston University, Boston, MA
Executive Director, Adult Education Association of the USA, Chicago, IL
Executive Secretary, Central YMCA, Chicago, IL
1944-1946
1943-1944
1940-1943
1935-1940
Lieutenant, U.S. Navy, Lt. (JG)
Director, Detroit YMCA, Detroit, MI
Director of Adult Education, Huntington Avenue YMCA, Boston, MA
Director of Training, National Youth Administration of Massachusetts, Boston, MA
Awards and Honors
Inducted into the International Adult and Continuing Education Hall of Fame in 1996
Human Resources Development Hall of Fame - recognized for contributions to self-directed learning and "learning contracts", 1985
Recipient of the Delbert-Clerk Award, 1967
National Training Labs Institute for Applied Behavioral Science Fellow, 1969.
Membership-Professional Organizations
Adult Education Association of USA
American Association for Adult and Continuing Education
Commission of Professors of Adult Education
Publications
1989
The making of an adult educator: An autobiographical Journey. San Francisco, CA: Jossey-Bass.
1986
Using learning contracts. San Francisco, CA: Jossey-Bass.
1984
Andragogy in action:Applying modern principles of adult education.San Francisco, CA: Jossey-Bass.
1980
The modern practice of adult education. (Revised Edition). Englewood Cliffs, NJ: Prentice Hall/Cambridge.
1977
A history of the adult education movement in the United States. Huntington, NY: Krieger.
1975
1973
1970
1962
Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall/Cambridge.
The adult learner: A neglected species. Houston, TX: Gulf Publishing Company.
Revised edition 1990 published by Houston, TX: Gulf Publishing Company.
Modern practice of adult education. New York, NY: Association Press.
Revised Edition 1980, published by Englewood Cliffs, NJ: Prentice Hall/Cambridge.
The adult education movement in the United States. Holt, Rinehart, and Winston, Inc.
Revised edition 1977, published by Malabar, FL: Krieger.
1959
Introduction to group dynamics. Chicago, IL: Association Press. Revised edition 1972, published by New York, NY: Cambridge Books.
1955
How to develop better leaders. New York, NY: Association Press.
1950
Informal adult education. New York, NY: Association Press.
Professional Interest Areas
Andragogy
History of adult education
Learning contracts
Training and development
Self-directed learning
University degree programs in Adult Education
Major Contributions to Adult Education
Created six critical assumptions of andragogy:
1. Need to know: As a person matures he must have a need to learn in order to engage in a learning activity.
2. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being.
3. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
4. Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
5. Orientation to learning: As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.
6. Motivation to learn: As a person matures the motivation to learn is internal.
Credited credited with being a fundamental influence in the development of the Humanist Learning Theory.
One of earlier pioneers and major contributors in the field of adult education. Often credited with being the father of "modern day adult education". Also one of the founding professors of the Commission of Professors of Adult Education.
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