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MALCOLM SHEPHERD KNOWLES, the FATHER of AMERICAN ANDRAGOGY: a BIOGRAPHICAL STUDY DISSERTATION Presented to the Graduate Council

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MALCOLM SHEPHERD KNOWLES, the FATHER of AMERICAN ANDRAGOGY: a BIOGRAPHICAL STUDY DISSERTATION Presented to the Graduate Council r^IC\ U/U MALCOLM SHEPHERD KNOWLES, THE FATHER OF AMERICAN ANDRAGOGY: A BIOGRAPHICAL STUDY DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By James C. Cooke, B.S.Ed., M.S. Denton, Texas August, 1994 r^IC\ U/U MALCOLM SHEPHERD KNOWLES, THE FATHER OF AMERICAN ANDRAGOGY: A BIOGRAPHICAL STUDY DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By James C. Cooke, B.S.Ed., M.S. Denton, Texas August, 1994 Cooke, James C., Malcolm S. Knowles. Father of American Andragogy: A Biographical Study. Doctor of Philosophy (College and University Teaching), August, 1994, 141 pp. This is a qualitative, single-subject, historical, and biographical study. Malcolm Shepherd Knowles is the subject of this research. The problem of the study is to explore the uniqueness of Malcolm S. Knowles in light of his contributions to adult education and to the andragogical model of adult learning. The purposes of the study are to: (a) trace the professional involvement of Malcolm S. Knowles in adult education; (b) investigate the developing professional interests in his career; (c) determine his professional philosophy; (d) evaluate his influence on the adult education movement; (e) assess his specific contributions to andragogy; and (f) determine his personal qualities evidenced during his career. In R. D. Eskridge's 1978 doctoral dissertation on the literary contributions of Malcolm S. Knowles to adult education, he recommended that "the friends, students, and colleagues of [Malcolm S.] Knowles be interviewed in an effort to determine and record their personal interpretations of the man and his contributions to the process of adult education." Data collection for this study is in the form of oral history. A multi-day recorded interview took place in Knowles's home, and recorded telephone interviews were held with selected students, colleagues, and critics. The qualitative data were organized in an effort to discover the character of Knowles, the man and the educator. Andragogy provides the theme for the narrative. It is the belief of this researcher that Malcolm S. Knowles's life is deserving of biography, proving to be interesting and worth telling. Copyright by James C. Cooke 1994 111 ACKNOWLEDGMENTS I would like to thank Abilene Christian University, Dr. Royce Money, President; Dr. Dwain Hart, Vice-President for Academic Affairs; Dr. Glenn Davis, former Dean of the College of Natural and Applied Science; and Dr. Jerry Drennan, Department Chair of Industrial Technology, for encouragement and support I would like to thank the University of North Texas; my major professor, Dr. Howard Smith, from whom I took my first class in post-secondary education and who saw me through to this end. I also want to thank the other members of my committee, Professors Barry Lumsden, Ronald Marcello, and Michael Kozak. I would like to especially thank Barry Lumsden for his sense of humor, his example of professionalism, and for introducing me to the works of Malcolm S. Knowles. IV TABLE OF CONTENTS Chapter I. INTRODUCTION Biographical and Professional Information Statement of the Problem The Purpose of the Study Research Questions Significance of the Study Rationale for the Study II. METHODOLOGY 6 Qualitative Inquiry N = 1 Historical Research Biography Collection of Data Oral History Treatment of Data Analysis of Data Research Report Limitations III. ANDRAGOGY 21 Terminology Pedagogy and Andragogy Assumptions Andragogy as Theory Andragogy as Method Andragogy as Relationship Andragogy as World View Criticism Applications Significance Future Debate Andragogue IV. MALCOLM 47 Autobiography People and Events The Man Personal Rewards Mentoring Lifelong Learning Retirement Family Uniqueness Father of Andragogy Contributions Future Vision V. OTHERS' IMPRESSIONS 78 Relationship Andragogy Applications Personal Influence of Malcolm S. Knowles Malcolm S. Knowles, the Man Personal Qualities Contributions Strengths and Weaknesses Appropriateness of the Title "Father of Andragogy" Future VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 116 Summary Conclusions Recommendations APPENDIX A 124 Malcolm S. Knowles Interview Schedule APPENDIX B 127 Others Interview Schedule APPENDIX C Telephone Interview Plan APPENDIX D Others Information REFERENCE LIST vi CHAPTER I INTRODUCTION This is a qualitative, single-subject, historical, and biographical study of Malcolm Shepherd Knowles, whose professional life has focused on adult education. He has worked for such groups and organizations as the Young Men's Christian Association; the Adult Education Association; the University of Boston; North Carolina State University; Nova University; Union Graduate School; and the Fielding Institute. Both his unique personal qualities and his contributions to adult education and andragogy are the focus of this study. Biographical and Professional Information As an introduction to the subject of this study, the following is a brief outline of Malcolm Shepherd Knowles's biographical and professional data. He was born on August 24,1913, in Livingston, Montana. He married Hulda Elisabeth Fornell on August 20,1935, and they have two children, Eric Stuart Knowles and Barbara Elisabeth Knowles Hartl. Knowles received his A.B. from Harvard University (1934); he earned his M.A. (1949) and his Ph.D. (1960) at the University of Chicago. He holds honorary degrees from the National College of Education, Lowell Technical Institute, and Regis College. Politically, he is a Democrat, and his religious affiliation is Unitarian Universalist. He currently makes his home in Fayetteville, Arkansas. Knowles is professionally active today, as he has been throughout his adult life. The positions he has held include the following: 1935-1940, Deputy State Administrator, National Youth Administration, Boston; 1 1940-1943, Adult Education Director, Young Men's Christian Association (YMCA), Boston; 1943-1944, Representative, United Service Organizations, Detroit; 1945-1951, Adult Education Director, YMCA, Chicago; 1951-1959, Executive Director, Adult Education Association of the United States of America, Chicago; 1959-1974, Professor of Education, Boston University; 1974-1979, Professor of Education, North Carolina State University at Raleigh; 1979 to the present, full-time consultant, workshop leader, and writer; 1981-1982, member of faculty of external degree programs, Center for Higher Education, Nova University; and 1982 to the present, Professor, Human and Organizational Development Program of the Fielding Institute, Santa Barbara, California, and Union Graduate School, Cincinnati, Ohio (Knowles 1989). Other activities include the following: Director of Leadership Resources, Inc. (1962-1978); member of the Massachusetts Council on Aging; member of the Task Force on Lifelong Education of the UNESCO Institute for Education; and member of Advisory Council, Franklin Pierce College, 1969 to the present. Knowles was the host and writer of two television series, "The Dynamics of Leadership," produced by National Educational Television in 1962, and "And Now We Are People," produced by the Group W Network in 1969. He has been a consultant to the following: the Democratic National Committee (1956-1960) and Office of the President for Consumer Affairs (1972-1973). Knowles has held memberships in the following professional organizations: the Adult Education Association of the United States of America; the American Association of University Professors; the National Education Association; the Society for Psychological Study of Social Issues; the Authors Guild; the American Society for Training and Development; and the Massachusetts Adult Education Association. Knowles has written and edited eleven books, and he is the author of more than 197 published articles (Knowles 1989). From 1980 to 1990, the Social Science Citation Index (SSCI) recorded yearly approximately fifty references to his works among writings on adult education. In 1989 Knowles wrote The Making of an Adult Educator: An Autobiographical Journey. The book is a positive reflection on life and gives an excellent insight into both the educator and the man. To know any man is to look beyond the impersonal facts. This study is an attempt to perceive the man himself. How does Knowles see himself? How do others view him? Statement of the Problem The problem of the study has been to explore the unique character of Malcolm S. Knowles and to examine his contributions to adult education and to the andragogical model of adult learning. The Purpose of the Study The purposes of the study were the following: 1. To trace the professional involvement of Malcolm S. Knowles in adult education 2. To investigate the developing professional interests in his career 3. To determine his professional philosophy 4. To evaluate his influence on the adult education movement 5. To assess his specific contributions to andragogy 6. To determine his personal qualities as evidenced during his career. Research Questions To achieve the purposes of this study, the following research questions were asked: 1. What has been the professional involvement of Knowles in adult education? 2. What have been Knowles's professional interests throughout his developing career? 3. What has been Knowles's professional philosophy? 4. What has been Knowles's influence on adult education? 5. What have been Knowles's contributions
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