According to Burns (2002) the term andragogy refers to the science of instructing adults. The author asserts that

"The term was originally formulated by a German, Kapp, in 1833 to describe elements of Plato's education method. Andragogy, coined from two Greek words, means 'man leading', whereas pedagogy means 'child leading'. Andragogy continued to be used in Europe but only came into vogue in the USA when Tough (1968), Houle (1980) and Knowles (1978), influenced by the writings of John Dewey, promoted it (Burns 2002, pg.229)."

Leonard (2002) goes on to explain that the learning theory of andragogy, is based on six assumptions: the need to know, self concept, life experience, readiness to learn, orientation to learning and motivation to learn (Leonard 2002; Tight 2002).

According to an article entitled "Andragogy and Other Models of Adult Learning" Knox proficiency theory of adult learning asserts that there are two factors that characterize adult learning. These factors include centrality of parallel adult role performance and close a close relationship between learning and achievement beyond the educational program ("Andragogy and Other Models of Adult Learning"). These two factors cause several components to interact including learning activity, instructor's role, past and current characteristics, aspiration, self, discrepancies and performance ("Andragogy and Other Models of Adult Learning"). The assumption of this theory is that the intent of adult learning is to improve proficiency and performance ("Andragogy and Other Models of Adult Learning"). In addition this theory asserts that the "Motives of adult learners can be at least partially explained by understanding the discrepancy between current and desired proficiency, enabling those who help adults learn to do so responsibly and effectively ("Andragogy and Other Models of Adult Learning")."

"learning is not just a psychological process that happens in splendid isolation from the world in which the learner lives, but that it is intimately related to that world and affected by it... Hence, it is as important to examine the social dimension of adult learning as it is to understand the psychological mechanisms of the learning process (Jarvis, 1987:11-12; Jarvis et al 2003)."

"being an adult means facing continuous growth, change, and integration, in which constant effort must be made to use the energy available for meeting normal living responsibilities. However, because people have less than perfect control over many aspects of their lives, they must find ways to be prepared to meet unpredictable crises or problems ("Theory of Margin")."

The author asserts that the need to know amongst adult learners mandates that instructors supply a rationale for the curriculum (Leonard 2002). The author asserts that adult learners "need to know" why they need to learn something new to be motivated (Leonard 2002). The idea of self concept asserts that adult learners already have an established identity (Leonard 2002; Fraser & Stupak 2002). As such adult learners usually dislike being told what to do.

The adult learning theory known as characteristics of adults as learners (CAL) was created by Patricia Cross. These characteristics describe the factors that have been established concerning adult learners. Collins & O'Brien (2003) assert that this model

Some common words found in the essay are:
Adult Learning, Theory Margin, Learning Leonard, Margin McClusky, John Dewey, Fraser Stupak, According McClusky, Collins O'Brien, Learning Knox, German Kapp, adult learning, theory margin, leonard 2002, models adult, models adult learning, andragogy models adult, andragogy models, adult learners, learning process, theory asserts, theory margin mcclusky, author asserts, margin mcclusky, according article entitled, mcclusky's theory margin,
Approximate Word count = 1844
Approximate Pages = 7 (250 words per page double spaced)