The main structure of Knowles (1995) andragogical expression took the form of a process design instead of a content design, with assumptions and processes. The six assumptions about adult learners are: (a) they are self-directing, (b) their experience is a learning resource, (c) their learning needs are focused on their social roles, (d) their time perspective is one of immediate application, (e) they are intrinsically motivated and want to problem-solve, and (f) they want to know a reason that makes sense to them as to why they need to learn something. The eight learning processes that adults want to be actively and interactively involved in are: (a) preparing for the adult learning experience, (b) a climate conducive to learning, (c) cooperative planning, (d) diagnosing their needs, (e) setting objectives, (f) designing the pattern and sequence of techniques, (g) conducting the activities, and (h) evaluating their progress to rediagnose their learning needs.
Later, Mezirow (1981) added to Knowles’ conception of andragogy and developed a critical theory of adult learning and education that laid the groundwork for what he called a charter for andragogy that included 12 core concepts. Suanmali (1981) focused on the agreement of 174 adult educators, including professors and practitioners, and on 10 of Mezirow’s core concepts that all related to self-direction in learning. The major theme of his study was that in assisting adults to enhance their capability of functioning as self-directed learners, the adult educator must: decrease learner dependency, help learners use learning resources, help learners define their learning needs, help learners take responsibility for learning, organize learning that is relevant, foster learner decision-making and choices, encourage learner judgment and integration, facilitate problem-posing and problem-solving, provide a supportive learning climate, and emphasize experiential learning methods.
In support of Knowles’ ideas, Zmeyov (1994) clearly stated that Knowles’ concept of andragogy scientifically finds the activity of the learners and teachers in the process of the determination of goals and tasks; of content, forms, and methods; of organization, technology, and realization of learning, and is considered now by many scholars and teachers as a fundamental theoretical base for adult education. Dover (2006) suggests that although Malcolm S. Knowles was not the first to use the term, his popularization of andragogy explains why Knowles is one of the most frequently cited theorists in adult education and is often referred to as “the father of adult learning.”