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ERIC Number: ED263339
Record Type: Non-Journal
Publication Date: 1984-Oct
Pages: 23
Abstractor: N/A
Reference Count: N/A
Andragogy: Another Bandwagon or Legitimate Tool in the Continuing Education Armamentarium?
Davenport, Joseph, III; Davenport, Judith A.
The term andragogy, often defined as "the art and science of helping adults learn," has gained wide recognition during the last decade or so. Although used in the early 19th century, the term was popularized in this country by Malcolm Knowles in his book, "The Modern Practice of Adult Education: Andragogy Versus Pedagogy" (1970). The book was aimed at "exploring a comprehensive theory that will give coherence, consistency and technological direction to adult education practice." Knowles' assumptions about adult and child learning were almost uncritically accepted and integrated into adult education practice. Continuing education for social workers was no exception, especially with the influence of Lindeman at the Columbia University School of Social Work. In more recent years, however, some educators have begun to question this "split" between pedagogy and andragogy, preferring to view learning as a continuum rather than a dichotomy. That the use of the term is debatable should serve as a caution to those continuing educators who blithely and routinely call for andragogical approaches to education and training. Andragogy may indeed have a role in continuing social work education, but its use appears limited to specific subjects, populations, and settings. It is no educational panacea, and its uncritical use is not in the best interests of educators, trainers, or learners. (This paper cites numerous references for and against the use of the term or theory of andragogy and summarizes various schools of thought on its use.) (KC)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A