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ERIC Number: ED471249
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 6
Abstractor: N/A
Reference Count: N/A
Andragogy Between Theory and Practice.
Klapan, Anita
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)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A