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Andragogy Between Theory and Practice.

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Title: Andragogy Between Theory and Practice.
Language: English
Authors: Klapan, Anita
Peer Reviewed: N
Page Count: 6
Publication Date: 2002
Document Type: Opinion Papers
Speeches/Meeting Papers
Descriptors: Adoption (Ideas), Adult Education, Adult Learning, Andragogy, Diffusion (Communication), Educational History, Educational Needs, Educational Philosophy, Educational Practices, Educational Principles, Educational Trends, Learning Theories, Lifelong Learning, Needs Assessment, Position Papers, Postsecondary Education, Theory Practice Relationship, Trend Analysis
Abstract: One of the main problems facing andragogy is that its systematic nature is more the result of other theoretical deliberations than those of its own. Until the mid-19th century, andragogy founded its development mainly on prevailing communal, social, economic, political, and cultural conditions in various countries. In the 1950s, andragogy turned increasingly into a science whose goals were directed toward humans and their relationship to the world in which practice is only the result of human's "spiritual praxis." Andragogy must now deal with the theoretical organization of its theory, historically perceive its achievements thus far, and become connected with other sciences to accelerate its own development and simultaneously acquire an identity of its own and an internal coherence as a science. Different individuals still have very different understandings of andragogy. Some consider andragogy a pedagogic discipline, whereas others consider it a relatively autonomous science within the framework of the general sciences of teaching and learning. Yet others consider andragogy a method, skill, theory, or model of adult learning. The starting point of andragogy as an independent science of adult education within the concept of lifelong learning is no longer disputable. Andragogy's autonomy as a science of adult education must now be considered. (10 references) (MN)
Entry Date: 2003
Accession Number: ED471249
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED471249
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  Data: Andragogy Between Theory and Practice.
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  Data: 6
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  Data: 2002
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  Data: Opinion Papers<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink><br /><searchLink fieldCode="DE" term="%22Diffusion+%28Communication%29%22">Diffusion (Communication)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Position+Papers%22">Position Papers</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink>
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  Data: One of the main problems facing andragogy is that its systematic nature is more the result of other theoretical deliberations than those of its own. Until the mid-19th century, andragogy founded its development mainly on prevailing communal, social, economic, political, and cultural conditions in various countries. In the 1950s, andragogy turned increasingly into a science whose goals were directed toward humans and their relationship to the world in which practice is only the result of human's "spiritual praxis." Andragogy must now deal with the theoretical organization of its theory, historically perceive its achievements thus far, and become connected with other sciences to accelerate its own development and simultaneously acquire an identity of its own and an internal coherence as a science. Different individuals still have very different understandings of andragogy. Some consider andragogy a pedagogic discipline, whereas others consider it a relatively autonomous science within the framework of the general sciences of teaching and learning. Yet others consider andragogy a method, skill, theory, or model of adult learning. The starting point of andragogy as an independent science of adult education within the concept of lifelong learning is no longer disputable. Andragogy's autonomy as a science of adult education must now be considered. (10 references) (MN)
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  Data: 2003
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Adoption (Ideas)
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Andragogy
        Type: general
      – SubjectFull: Diffusion (Communication)
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Educational Philosophy
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Principles
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Lifelong Learning
        Type: general
      – SubjectFull: Needs Assessment
        Type: general
      – SubjectFull: Position Papers
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Trend Analysis
        Type: general
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      – TitleFull: Andragogy Between Theory and Practice.
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            NameFull: Klapan, Anita
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          Dates:
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              M: 04
              Type: published
              Y: 2002
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