Andragogy Between Theory and Practice.

Autor/in	Klapan, Anita
Titel	Andragogy Between Theory and Practice.
Quelle	(2002), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; 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 + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Andragogics; Andragogik; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Bildungsprinzip; Bildungsentwicklung; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Positionspapier; Post-secondary education; Tertiäre Bildung; Theorie-Praxis-Beziehung; Trendanalyse
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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC