A History of Andragogy and Its Documents as They Pertain to Adult Basic and Literacty Education

This paper on the History and Philosophy of Andragogy includes items related to andragogy, especially as they apply to adult basic and literacy learners as well as the instructors and educators that facilitate the learning of these adults. Many of these documents as well as the accompanying experience of the author have been discovered and accumulated over a period of 16 years. While this article contains only 70 documents, there are now more than 500 documents covering wider and more extensive andragogical research. These particular documents, though limited to the English, are arranged chronologically and have been obtained from the Internet. The author began his privileged journey into adult education in 1984 and has since travelled to 20 countries to work with adult educators

Self-Directed Learning [SDL] and Andragogy: My Take on Their Contrasting and Complementary Relationship

The author will present his perspective and experience on how SDL and Andragogy may complement and contrast with each other. Focus will be on: theoretical/practical, historically/currently implementing, strengths/weaknesses, foundational/personally engaging, comparing/contrasting; a case will be made for valuing each (SDL & Andragogy) for enhancing benefit to the constituencies we serve

Counseling in an Andragogical Approach

The introduction provides the unique preparation of the author in both field for merging counseling and andragogy - the art and science of helping adults learn. Providing general counseling information, he then gives a sketch and time gaps of publication in adult education and counseling. Next, he presents a chronology of publications merging the two fields. In future trends a comprehensive model for counseling in adult education is constructed, including: an andragogical approach, dimension of maturation, closing connecting counseling and learning, with life tasks, challenges, and dealing with our human values and priorities within human system of adult life. Examples are articulated of both the professional and learning implementing the model

A Capsule of the International History and Philosophy of Andragogy to 2010

This capsule on the International History and Philosophy of Andragogy is mainly limited (with a few exceptions) to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were written down. Some of these documents, however, presents aspect of the events and ideas which recount the years and contexts prior to the time in which they appeared in published form. To date, more than 330 documents have been discovered, but space limitation in this chapter allowed the inclusion of only a fraction of that number. Each of 14 time periods are articulated with selected works

A Productive Decade of Andragogy\u27s History and Philosophy 2000-2009

With the foundation of andragogy having been laid, there was a serious attempt at investigating its value. Some felt that a broad scope was established in the practice to support growth in learners, with any mention of adult learning needing to include andragogy. Others perceived that andragogy produced unproductive debates along a binary path, with its being too caught up in individualization, the politics of exclusion, conformity, and de-contextualizing adult learning. However, some research revealed numerous dimensions of andragogy. The connection with distance learning became very strong and solid. New applications of andragogy were spawned into foreign language learning, internet learning, validation of the adult instructor\u27s perspective, the public school, emotional intelligence, and an interlinking with brain research. The long range projection of andragogy saw a strong resurgence in numerous research papers being put forward through conferences and publication with the world-wide foundation being established by thorough documentation of the materials. Savicevic looks far into the future and credits Knowles with a meritorious place in the advancement of andragogy. Many new applications over an extensive period of time were increasing

A Capsule of the International History and Philosophy of Andragogy to 2010

This capsule on the International History and Philosophy of Andragogy is mainly limited (with a few exceptions) to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were written down. Some of these documents, however, presents aspect of the events and ideas which recount the years and contexts prior to the time in which they appeared in published form. To date, more than 330 documents have been discovered, but space limitation in this chapter allowed the inclusion of only a fraction of that number. Each of 14 time periods are articulated with selected works

A Critical Review of Reflectivity, Andragogy, and Confucianism

The link between Confucian humanism, Mezirow\u27 theory of reflectivity, and the convergence of a worldwide concept of andragogy (the art and science of helping adults learn) articulated by Savicevle, Knowles, Mezirow\u27s theory has increasingly developed to integrate inner reflection expressed through transformed perspectives and decision and action, and andragogy has focused on facilitation of collaborative interaction and self-direction in learning involving the whole person. To appreciate the basis of these three schools of theory, this chapter presents a discussion of these originating theorists. As an introductory thought, the following quotations illustrate how Confucius\u27 thought has long been valued and aspired to in the pursuit of reflection and wisdom. Rather than the routine or inattentive action that to dominate our lives in the 21st century, this widespread 2000 year-old Eastern philosophy and tradition has been synonymous with questioning the meanings and assumptions of one\u27s surroundings and values. In addition to advancing our understanding of transformative learning, andragogy, and an integrated model of reflective thought, the authors hope this chapter will stir further international research in reflective learning and the intersections of Eastern philosophies with Western traditions and philosophies, as well as those that bridge both traditions. Worldwide, there are many rich traditions; if our understanding of teaching and learning can build upon our understanding of one another, we can open new doors for appreciation, insight, interaction, and inquiry. Study without thought is labor lost; thought without study is perilous. By nature men are nearly alike, but through experience they grow wide apart. Those who are born wise through learning come next; those who are dull-witted and yet strive to learn come after that. Those who are dull-witted and yet make no effort to learn are the lowest type of men (as cited in Chai & Chai, 1965, pp. 44-45). Confucius or Kong Fuzi (551-479 BC)

Brazilian Lifelong Education and Learning

Providing an overview of Brazilian Education is a task that could take volumes to present. Moreover, to do this in a comprehensive way would involve many Brazilians that have been involved with the Brazilian Educational System for many years. There are many facets that would be included in this country\u27s rich history and present manifestation of education and learning. Nonetheless, as a visitor from the United States of America who has been privileged to visit Brazil eight times and conduct various lifelong learning education al programs there, I will attempt in this paper to offer some of my observations about Lifelong Education and Learning in Brazil. My eighth trip to Brazil for this purpose has been an enriching experience and one that has rewarded me with tremendously beneficial learning over a period of 25 years, beginning in 1985 up until the present year of 2010