JH:: Which one are we on?

RM: I'd like to go on record as saying that I congratulate and applaud Rudi for an excellent job on this handout.

RuV: Thank you. I appreciate that.

RM: You're welcome and also to Rosanne for a spectacular job of transcription.

RuV: She does nice work, doesn't she?

RM: Excellent! That was very fluid. It's easy to read, and I think down the road this will be invaluable to us.

RuV: One of the things I would like to do, John--there have been in both sections so far and I suspect it'll continue, some of your--shall I call it--"oral history" sections, and I want to pull those out and put them in a separate page and maybe it might be beneficial if you could--is "lean" the appropriate word, or is "suggest" a better word?--contact some of your colleagues who also have experience about the initial blossoming of andragogy here in the United States and across the world, as far as I'm concerned. And let's get some of this stuff down, because my feeling is--with due respect to you and your experience that you're not going to be around for the rest of our working lives and some of this is important. I know a lot of it is in your dissertation and it's a pleasure to read. Let's codify it a little bit.

JH: I'm open to that. If you choose to do that, that's okay. Just let me make a comment that I talked with my colleague, Leo Johnson, from the Boston area, who has agreed to come and be with us on the 29^th of April, which is our last session.

RuV: Superb!

JH: And I told him, I said "Get on the web and see what we've done thus far and see what we're doing and brief yourself a little bit to the extent you want to" and I said I think probably what we will want to do is to generate some questions in preparation for your coming and also generate some questions as you're here with us. Just talk about what it was like to work with Malcolm and all the andragogic conceptions as he applied them. I think that maybe this week or next time that we meet, we might want to generate four or five questions that we want to ask him. You may not remember but Leo was in the seminar, or in the course, in 1967 during the summer when Dusan Savicevic in Yugoslavia, Belgrade, was there at the seminar that Malcolm was conducting and he was the one that said, "Malcolm, you're doing, or practicing, andragogy" and Malcolm said "Whatagogy?" and from there emerged the popularization of andragogy and all of its derivatives and a few other things that are connected with it. And so he'll have some things to say about that. He worked with Malcolm at Fielding Institute for a number of years, which is one of the non-traditional university institutes that was developed and so we'll hear some more about that particular aspect of the work. So that's one. Another one, Marcie Boucouvalas which I referred to also--I've got to get on the telephone with her but she's agreed to meet with our seminar by telephone.

RuV: She's in Alaska?

JH: No, she's at Virginia Tech at Fall's Church, Virginia. Her doctoral work is from there. And she has what's called "Dialogues in Andragogy" in which her students take on the character of the person that they are representing. One year a student of hers asked if he could borrow my dissertation. So he read it and then he became part me and part Malcolm, talking about Malcolm's contribution to the theory and practice of adult education up through 1972, which is when the dissertation was completed. And I got the degree in '73. They asked to make a copy to have on file in their archives, and they made a copy of that. So those are some of the kinds of things and I think we can expand this to where others that have some experience and ways in which they've applied this stuff, it will be available to us and we can think about how we want to archive those things.

RM: I have a suggestion to tack on what Rudi has to say here. I think that's a great idea but I think what we ought to do is some kind of videotape interview like they do on the news, the history documentaries.

RuV; Great way of doing it.

RM: Because, see, he's got a great presentation style and his eyes talk a lot and I think down the road, you know…

LB: That's true!

RM: Fifty, sixty, seventy years from now, this will be great stuff and I think that ought to be part of it. Can she transcribe off the videotape?

RuV: Sure. I mean you can do an audio dump off a videotape. It's probably easier than transcribing.

RM: And somehow digitize it, so it's there.

RuV: Well, the digitization--you know that electrons are the basic recycling unit.

RuV: I don't know where I got that concept, but I was playing around on the web one day and I got to the bottom of this page, and here's this ecology recycling emblem, right? And right next to it it says: "This page built with recyclable electrons."

RuV: I'm sure that technologically there are no problems there.

RM: I was just thinking if we could do that video with a digital camera--I don't know how big a file that would be--but we could at least have it…

RuV: There's a conversion factor and it is humongous. I'm trying to remember. Mary, can you help? Is it something like 6 seconds of video becomes a megabyte?

MaC: Yeah. I can check with my technology guy tomorrow morning.

RuV: So if you want to digitize an hour or an hour and a half…

RM: It may be prohibitive?

RuV: I don't have a zip disk large enough.

MaC: We could just do the high points.

RuV: What we typically do today versus what I do in a classroom is if I would have an interview on tape with John, I either put a link in my presentation software to the VCR to roll that tape--and by the way sometimes it's easier to use the good old digit control--finger--or what we'll do is we'll take a print of just the comment we want to show, which we have built up to and then build off of, and just show John in that particular clip, or whoever the authority is at that time.

MaC: I'll check with the technology manager tomorrow morning.

RuV: It's either 6 or 10 seconds becomes a megabyte. I mean, it's a humongous conversion factor and so the issue is not the conversion. The issue is the storage capacity.

MaC: Yes, because each little picture is these little teeny periods and if you think about the periods in one picture, it has to go in one single stream of periods. So that's why it takes so much…

RuV: May I change the subject for one moment? I was perusing Dr. Reichmann's web page at Baumberg University and while my German isn't up to stuff, I think I can read it reasonably close. The thing that hit me about it is that he uses the term "andragogy" differently from what we saw last week proposed by von Gent who suggested that it was the praxis term and that we use "andragology" for the academic investigation thereof. Reichmann makes it quite clear that he uses "andragogiek"--I don't know how to pronounce that in German--as the academic investigation of…

MaC: Scholarly approach…

RuV: …as the scholarly approach of how adults develop themselves. So we have a little argument discovered here between von Gent, who I believe is no longer with us--and Reichmann who is very much with us. And by the way, I hope some of you followed the link to the Adult Education Hall of Fame. There's a nice picture of Dr. Reichmann there as he gets inducted two years ago, John?

JH: October of 1999.

RuV; October of 1999. Okay. Here, let me just pass that one around. It is in German, of course. It looks like he's taken good portions of his website for his students to translate important parts to English.

JH: Well, if you want to look at the people in the Hall of Fame, you've got the website here. The Hall of Fame.

RuV: And it's linked on our page.

JH: All of the inductees in the Hall of Fame are on the website. And if you want to look at who is inducted, I've gone to the website and the way you have to do that is to each year. I tried names and the thing comes up blank when it shows on the web page. But I tried clicking on the 1999 or 1998 or 1997 or whatever. When you do that, the list of names comes up at the bottom of the page and then you click on each one of those names that you want to see. And that's the way you can get into the various names.

RM: Let me ask on this page 2 of 5 on your handout, and it says "In our understanding, andragogy comprises the life wide learning," is that a translation possibly?

RuV: Probably.

JH: What he says--that's his conception, Jost Reichmann's conception. He talks about "life wide."

MaC: That makes it less linear.

JH: There's life long and life wide.

RuV: And I think in that sense, it makes sense, but it is also probably a relatively direct translation of the German word, which has--he's very accurate in translating it into English conceptually. So we're developing a new English word. What’s wrong with that?

RM: Do you have a problem with "wide?"

JH: I don't particularly have a problem with that.

MaC: He uses both. I like it because it's depth and breadth.

RuV: I think that's what he's trying to indicate.

MaC: He puts the two together. He says "life long" and "life wide."

RM: Makes it multi-dimensional.

JH: I mean, if you want to make it three-dimensional, it would be "life long," "life wide" and "life depth."

MaC: "Life high."

RuV: This University of Missouri link wasn't here earlier this week. That's us?

JH: Correct.

RuV: I haven't had time to deal with this since…

JH: I understand. If you'll look on the first page, February 25^th on communication with him, and his February 25^th, that's when he put it on.

RuV: Right. I got the message. I think I found--my apologies about that. My equipment issue.

RuV: And he's absolutely right, of course.

JH: Anyway, he just put our stuff on yesterday, into his thing.

RM: So we're big time now, huh?

MaC: This is fantastic! My brother in Germany, the other Ph.D. in the family can't figure out what I do and the only concept is that I'm too old to have just started as a professor. And I also need a better vehicle to drive. But anyway…

RuV: He's right on the latter!

MaC: Anyway, I'm going to send him this web page. Something in German…

JH: If you ever accomplish getting him to understand what you do, you'll have one-upped me. Every time I went to visit my mother before she died she'd say "Now, what is it you do?"

JH: I had to try to explain that every time I went there! That was a natural part of the conversation and she always asked the question "Now, what is it you do?"

MaC: And your pat answer became "We teach teachers."

RuV: I suspect that before one can answer that question, one must know oneself.

MaC: Yeah, but you never did answer it to your mother's satisfaction.

MaC: Our class last fall did one, too.

JH: I might--I didn't have this. Were you in that class?

MaC: Yeah, Kerry was the one who did the timeline.

KS: I did the timeline.

RuV: In Mary's course, not in that course, John.

MaC: He did an excellent job.

JH: Well, you still have your material, I'm sure. That also could mean that we want to check out your timeline with this timeline and see what may be missing and what can be added to it.

RuV: My suspicion is Lea would be very, very interested in it.

JH: Then you've got world wide web resources here, a host of them. It's a wonderful thing.

RuV: Yes, I think this is something she and Dr. Sweeney had developed--"she" being Lea.

JH: One of the internships or independent studies that she did. These are the kinds of things that to me are extremely interesting in terms of what goes on in our field and in our classes because of the stuff that emerges and develops. In any event, we're getting close to going over to the joystick room across the hall in 103--our librarian is preparing to have us come over and she'll be extending what Peter did for us last time in talking about some of the technology stuff and the way in which we can access it. Some of the things that are there…

RuV: I have a question. Coming from Dr. Reichmann's site, I followed the link to the University of Teubingen Germany and they have some information about participation in adult education from a professional point of view. I have been reading one of these two Dutch books and there is some information on the same thing in Holllenber. I suspect that somebody has that information about the United States. Is there any interest in creating a comparison of that and then the other side of that--not just us professionals involved in it--but also how many people do we serve and in what categories? Now, that could probably be somebody's dissertation, I understand it, but is there any interest in looking at those factors?

MaC: Well, yeah, if you could at least put out the Dutch and German and then translate them…

RuV: The Dutch translation is no problem. The German is French translation. I can probably do the initial start and I've got some people that can help me make that it's…

MaC: Well, maybe we can get my brother in Germany…

RuV: That would be fine.

JH: I think one of the things we want to think about when we are pursuing some of the aspects of this is that we want to keep the focus on andragogy. There's some that conceive of--well, it all has to do with part of the discussion that goes on about whether andragogy is a valid concept and whether it ought to be part of the adult education lexicon or not. And there are those who say adult education in the broad sense is what andragogy's about and some say adult education has nothing to do with andragogy. There you talk about the wide spectrums and in our class here and what we're trying to seek to address, I think in some prescribed fashion, it has to do with andragogy and some of its roots and some of the development and expansion of that. So we don't want to just simply open the door fully and say it's for adult education in general. We're addressing some of that in the history course and in methods and techniques, the instruction course and all the other variations that are emerging, and in the things that we're doing. Adult development and whatever else.

RuV: I think somewhere along the line it's maybe beneficial for us to ask you to go somewhat against your andragogical inclination by saying "Here are the things that I want to include in this review and all the rest for now I want to leave out." I think we have good brain power here. I think we have good talent here. And I think probably what we need to do is come up with a little bit of a vision and I think it ought to be yours, John, so that we can support and direct our efforts in the direction that at least you think you would like to leave behind.

JH: Well, I'll see what I can do to address that. I realize that I work in a little bit different fashion rather than saying "Here's where I want to have the thing prescribed, or outlined." That in some fashion emerges along the way.

MaC: I think they're asking for just a little more scaffolding.

JH: I know. I'll see what I can do.

RuV: I'm feeling to an extent somewhat misinterpreted. I think all of us, I hope, are self-directed enough that we will pursue our own area of interest. I'll speak for myself, but I see some heads shaking "yes," so I'm comfortable with that statement. But you also have a purpose in saying "Let's do a seminar 'Discussions in Andragogy'" and I understand process is dirty, but somewhere along the line we probably do need a delineation of what it is you want to leave behind.

JH: Okay, I will do that. I think we are ready if we can…head over across the hall.

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RuV: ….adult learners in the graduate program. We're not dealing with 12 year olds or even 19 or 20-year-olds. We're dealing with people in the middle 30's to 60's who have been out on the work world, who are out in the work world, they're going to what we used to call "night school," they're getting an MBA. So it isn't a beginning learner type environment. It isn't an environment where people aren't used to a certain amount of self-direction in the first place. Most of these people are supervisors or managers. So that's one level of answer to your question. We spent quite some time in our first physical meeting talking about resources that are available for learning and we made it quite clear, I think, that I'm a resource as the course faculty member--the course teacher, the facilitator, the instructor. There have been times in the early session where--and I did in the first session materially help, in fact maybe we could say I directed the creation of the topics that the teams need to look at. And we made sure that it stayed within the subject area of the course. For instance, there was a period of time that they wanted to look at something that was in the finance course and I said "Nah, nah, nah, nah, nah. That's the next course we'll work together on." So I did provide boundaries, limitations, whatever you want to call that. I have done, by request, what on this campus we call "lecturettes." One of about 45 minutes…

RoV: Female lectures.

RuV: No, I don't think that's how I meant it! …and four or five of about 10-15 minutes. I have also sat down as a consultant-type, from my point of view, where they had specific issues--"We're trying to find this. We don't know where to go." And my approach has been "Well, you could try this. You could try that." After it had been made clear to me that they had tried some things and hadn't found it. There had been other times by my just purely asking questions--"Okay, what are you thinking of doing?"--and it's amazing just a glint in the eye or a raised eyebrow or a "hmmm," that sort of thing--and it does get people going, doesn't it, John?

JH: Sometimes.

RuV: Sometimes. Did I answer your question?

MC: Yes, you did.

RoV: Back to what Roger was saying, though, my undergraduate program at Lindenwood--which was Lindenwood IV, which is the Individualized Education program--all learning contracts. I was the only student in the class in many cases.

RM: That sort of program, you built it?

RoV: When I approached a semester, they had a list of courses of the type that I would need to take--I'll have to have this much history, this much composition, and this much foreign language, for instance. Beyond that, it was like "In the realm of history, what do you want to study?" And I could concentrate on, let's say, the Revolutionary War period. Or Civil War period. Or whatever other period. I would only do a concentration. It was up to me to decide what that concentration was. Entirely. And then they refer me to the professor who would be my instructor for that course over that semester and he/she and I would sit down and say "Okay, if you want to study Revolutionary War, then you need this book, this book, this book. You need Boorstin, you need--you know, and we would go through the list because they were the content expert and they'd give me some ideas and we'd make a reading list. And there were nights when I had a book and a half a night to read to get all the content I was supposed to get for the next week's session. And being the only student, it shows up if you haven't done any reading.

RoV: So when we complete that process at the end of the semester I did get a grade. I also got a narrative transcript. My transcript from Lindenwood is about that thick. And narrative comments from each instructor about my progress in the course. That would explain one of the reasons that many schools--traditional schools, bigger schools with larger student populations--don't bother with that. In fact, Rudi's daughter is at Santa Cruz and they're having that whole big hoo-rah discussion right now about narrative transcripts because instructors don't like them. It's too much trouble. It's too much work. It's a lot more trouble than assigning them a letter grade. That's a simplified version of the problem.

JH: In response to your question, though, Roger, academic institutions have developed what they see as a or the scaffolding for a particular degree program. And let's talk about the doctoral program at this particular point. They've developed a scaffolding which has about eight major pieces in the structure. You've got foundations area, research, common and emphasis area doctoral seminars, the emphasis area electives, related area electives, internships and dissertation. Well, the Ph.D. has done a variation of that in which the internships are more narrowly defined into being research internships. Then you have the combination of the tool or the language proficiency in the Ph.D. that's not in the Ed.D. and there are some different kinds of requirements but it's supposedly more of a research degree than the Ed.D. So that kind of scaffolding that a university has developed for what they think it takes to move a person into what is called the doctoral ranks, if you will--the graduating doctoral--and that really is for them to be entered into the scholarly discourse. That's kind of the conception that they have in terms of what it means to have conferred upon you a doctoral degree. To have, to be engaged in scholarly discourse. So part of your question really relates to the issue of where--if you'd say "Can my program be self-directed?"--it's kind a combination of a "yes" and a "no" or "yes and" or it needs to.

RuV: "Yes within limits?"

JH: …within these particular limits because there are some limitations in terms of entering into scholarly discourse as over against entry into being a full-fledged pilot, if you will. There are certain requirements for each one of those kind of things and it's people who want to learn that process, are part of that whole overall picture. But it's also those who have dabbled in that, if you will, for a number of years however long it might be, and the structure or the requirements for being a pilot now are I'm sure greatly refined from what they were back in the Wright Brothers' days.

JH: But there's a lot of fermentation, a lot of learning, a lot of experience, a lot of problems that have been solved along the way. The reason we were able to produce the first Ph.D. in adult education at the University of Missouri-St. Louis, I think, has to do with the way in which we go about and engage the process of learning and changing. Change is kind of the order of the day in adult education.

RuV: And change needs to be managed.

JH: And it needs to be managed. A lot of the other subject areas aren't into change and so they're still dabbling with and trying to figure out what courses are we going to have that are requirements for the Ph.D. that are not in the Ed.D., and how are we going to get them approved, and how are we going to get enough people to take the research internships, and who's going to be responsible for it? Well, the first semester that we had the possibility of doing that--research internships--I had a conference that was upcoming that I entered 13 doctoral students, ones who went into the Ph.D., that were to develop a proposal for that conference and submit it. That was part of their research requirements. And we gathered those 13 people and went through that process immediately and Ed Chang was one of those, and we moved through that and took care of the other courses that had to be taken care of, and we were ready to go when that time came. Because as soon as they talked about Ph.D. and I got some of the preliminary notions about it, I began to get inquiries from various ones of the doctoral students saying "Can we change over into that?" So when we put in enough applications, the graduate coordinator said to me "You don't have a program on file." I said "Well, what do you need from me?" "Well, we need about one or two pages that will describe what your program is." And I sat down in a couple of days and outlined what I thought the Ph.D. included that was different from the Ed.D. and I got that back to her and moved on immediately.

RuV: The important point about that--one of the things that the literature of change management is quite clear about and that we talked about two weeks ago when we were talking about Malcolm Knowles--if you want to cause change in the way we present a program, in the way we teach--let's go back to the example of my cost accounting course--the only reason I can make that change is because the dean knows Rudi's courses will produce quality work. And so I've managed over time to develop a level of respect on his part. "I can leave Rudi alone. It'll be okay." I'll bet you that's true for John Henschke. I'll bet it was true for Malcolm Knowles. I also keep saying--and I'll bet John says it in his way and other people say it in their way--"I got broad shoulders. Put the blame right here if something goes wrong. I'll talk to the dean. I'll protect you from doing your stuff. Now, I'm going to count on you to do quality work. I'll going to count on you to learn what needs to be learned. You have agreed to this framework. Blah, blah, blah, blah, blah." The institution has a tendency to throw bureaucratic restraints at us. Somebody has to step up and say "I'll be the shield." Would you agree with that, doctor?

JH: My stand on that's been I won't tolerate shoddy work but neither will I let you be caught in the crossfire between some dean and some professor or some professor and me.

RuV: And that then becomes the change agent.

RM: Sounds to me like some of these principles already are in place, then.

MaC: It's kind of like a lot of the self-directedness has been done for you.

RuV: Oh, good, Mary!

RoV: Think about it!

RM: I just found it a fallacy in my thinking that going into this that somebody's telling me "This is what you have to have."

MaC: Well, you can do your own thing but…

RuV: There are different levels.

JH: That is true, and in your case you were exposed to a narrower window than what many of the other doctoral students are because you already had the specialist degree. So I will sit down and say "What are the absolute requirements in this new thing?" And you're the first one that I dealt with in terms of the Ed. Specialist and the new loosening. They used to have it--they ignored Ed. Specialist stuff. They didn't care about it and we had a graduate dean that wouldn't in a hundred years of Sundays even give a second thought to it. And we finally got that straightened around and so when you came in, I simply had to say "I think here's what the requirements are."

MaC: There are two of you, because I'm advising another one. And the statement that you have to take this, this, and this--especially if you want to get done in the time frame…

JH: And the thing that his--how can I say it?--he's got more requirements than you have simply because you have a lot of the requirements that had to be met in an overall doctoral program in your Ed. Specialist and he didn't have as many of those met and so we had less…

MaC: He's got almost a pure research agenda for a year.

JH: But I understand--I hear clearly what you're saying. And that really has to do with the question about where does the overall scaffolding issue come into play and the freedom to say "I'll take this, this and this" as over against the requirements of institutions.

RuV: Switch perspectives for a moment, Roger. When you said "I want to be self-directed," I think you are. You said you wanted a Ph.D. in adult education. That's self-direction. Once you've made that decision, you start getting limitations on this freedom thing called "self-direction." That's one way of thinking about it.

RM: As we talked, that started to come clear to me. Well, how much more self-directed can you be than to say "I want to get a Ph.D."?

MaC: That's very self-directed!

RuV: And the same is true with saying "I want to learn how to fly and have a pilot's license." I can learn how to fly without a license, but if I want a license, I'm going to have to go through these steps."

RM: And I think part of that knowledge, part of the self-directness, is realizing there will be limitations. I'll be bound by my scholarly discourse.

RuV: I think so.

RoV: I think there are variations and gradations of that within the faculty that you meet up with within the degree program, as well. My very first course was a rude shock. I thought I knew what adult learning was. I'd already taken a course fifteen years ago. I knew self-directed learning. I was very self-directed. My whole bachelor's was self-directed learning contracts and all. My very first course in philosophy--and every student in the class was told what poster they would create and what paper they would write, almost to the very title you'd have to write on. It was prescribed topic and it would look like this for every one of you. That was a rude shock to me. That was not what I was expecting and I was not happy with that.

RuV: And she wasn't happy, Roger!

RoV: Believe it. Yeah, Rudi knows!

RuV: And when Rosanne isn't happy, the whole world knows it! The whole world knows it!

RM: Now I get that feeling.

RoV: Last night he said "Now, you know you always say you're easy to live with." I said "I never said I was easy to live with. I just said it's worth it, that's all!"

RuV: I'll comment after class is over!

RM: And we also have, I think, a great degree of self-directedness in choosing a committee.

RoV: Well, in addition to that, even in a given course--for instance Elaine's course, Improvement of Instruction--it's improvement of instruction, there are certain ideas we want to get across, and there's this process we go through to get from here to here, but how you approach it or what aspect of it you deal with, is up to you.

RuV: And I think it even goes further than that. There are some departments in this school that do not follow John Henschke, in case you were wondering.

JH: That's a shock, isn't it?

RuV: Yes, I know it is for you, Doctor!

RuV: And I've taken some courses in those departments as part of my required program. Dr. Henschke made it quite clear these were required! But even there--and maybe it is maturity, maybe it is age, maybe it is approach, maybe it is all of that--even there it really is surprising how much if you approach the faculty member correctly, that means literally the approach, it means the attitude, it means the content of the approach and all that sort of stuff--it's amazing how many faculty members will say "Yeah, I'll let you do that. Sure. If that's what you want to do, go do it." So my ed. psych. basically was taken that way. Now, I did a lot of bitching in the first five weeks before I got to the point of saying, "Hey, Dr. Francis…." There's the research methods courses I'm taking that way and I think there really is more self-direction in most courses than we have a tendency to believe.

MaC: A lot of students will not speak up and say "Hey, I want to do this."

RM: It's probably also culture.

RoV: Well, and whose fault is it?

MaC: Well, we were all raised in a pedagogical system, right?

RoV: Right. So we're raised in a pedagogical system. The instructors are accustomed to teaching, or instructing, in that manner. However, who needs the opportunity is another way of looking at it, because one way to create--again, foster--self-direction is to provide an opportunity for it to grow.

RM: You know we're back to last week's, last meeting's discussion. Pratt felt that that's the way teachers are. They're not taught to be facilitators.

JH: That's what we're engaged in here. I am engaged in helping teachers become andragogically oriented. I will own up to that. I will say that very forcefully!

RuV: And I will say you're doing a fine job of it. And there is an interesting thing on that as a sideline. One of the students who is in the program, who is in a particular course, Annie Erker, has pointed out to me over and over and over again how important the modeling behaviors are--the course instructor, the facilitator, etc. She helped me in doing some of the transference at Logan and she just kept pointing out stuff that I wasn't aware of. She said "Rudi, you're constantly modeling it and they're picking up as much in the modeling as in the words." And I think the same is true and has been true for me with John and Elaine and now Mary. And I think it will continue to be so. For all of us.

JH: See, there's part of where I differ with Pratt is the fact that as an adult educator I see it as part of my mission to change that situation rather than simply saying "They weren't raised that way and so we're gonna leave them alone and not try to change that."

RuV: It's personality style issue.

JH: I understand that.

MaC: I want change, too, and I'm doing it a little differently.

JH: But to use that as the argument for why we shouldn't carry andragogy any farther I think is a flawed argument.

RuV: Well, we need people like that because if they didn't speak up and if they didn't throw out that message, then people like us wouldn't come up with the right arguments that eventually get the job done. I really mean it. You need an opposition if you're trying to develop something.

MaC: But the other thing is that, okay, I'm not seeing it as a good excuse. All these people that are traditional pedagogy and they're uncomfortable if something's different, but I have talked to faculty here too and it's like "Oh, I just love it when adult education students come in!" And what they're talking about is when the adult education students come in, they start negotiating with them. So you're actually facilitating that professor's growth.

RuV: One of the things that's slowly but surely--and there is a certain amount of danger in it--is happening in my environment is I now have faculty member colleagues coming to me and saying "You know, I see the kids walking out of your classroom with a smile and a gleam in their eyes and they walk out of my classroom and they're falling asleep. What are you doing differently?" That's very positive. It's also very dangerous. With one of them, an instructor for nutrition, I sat down with Peter and over about an hour and a half helped him move from a purely lecture teacher-centered environment where he will develop in stages and--John, he'll come into the program one day--but now he walks in and he's moving in what in a health care indication is referred to as "problem-based learning." What you're really looking at there is the concept of scaffolding. They call them "clinical cases." Clinical indication. I had a patient walk in blah, blah, blah, blah, blah. Take ten minutes and discuss it in small teams. And here are classes of 120 students. So you get Knowles'--was it Knowles' buzz group approach?--and feedback. But people will start paying attention and you can, in the long run, change organizational culture.

JH: One of the things here is that over a period of years I've not had a lot of difficulty getting people in other areas to be willing to serve on dissertation committees with the doctoral students in adult education.

RuV: I believe that.

JH: I've had a couple of people that I got wary of them after they didn't quite unlock themselves from a couple of their rigidities…

RuV: What a nice way of saying that, doctor!

JH: …and I just avoided using them in the future.

RoV: I would like to unlock your rigidity!

JH: But for the most part, that's one of the ways that I have been able to build from the openness and the receptiveness that there is in the school now that there wasn't seventeen years ago when I came for adult education. The openness that is there now is because we've done quality work on the dissertations that we have produced and I've had professors from various disciplines and various subject matter areas and various other areas in education and they've been very enthusiastic and very invested in the process of helping these doctoral students go through. And we've made a statement: "Here's a quality that we believe in and they we're exemplifying and here are these people that are engaged in a process" and now the latest thing we've had as a result of our new professors coming in, one of the things I wouldn't tackle for years was to get the Master's degree changed because I knew it was a dead-in-the-water argument. And now that Mary and Paulette have come and we've in the process developed some new courses and there's some new things going on, Mary really got in the driver's seat and moved the degree thing forward with Kathleen Hayward and we had the approval of the School of Education, now the Master's degree has been decoupled from the secondary education course requirements that were in there. The secondary ed. courses are still alternative courses that the folks can take if they choose and we're not trying to beat anybody over the head and say don't take those, but we decoupled it from the secondary education requirements and now a lot of the folks with the Master's degree don't have to be saddled with those as requirements.

MaC: And we will be seeing other Master's level student not in adult education probably in our courses.

RM: It's working. These andragogical principles are working.

MaC: Yup!

MC: I brought in some xeroxes that I've taken out of a book that someone loaned me at work, so this isn't one of the articles that you gave us. And it should only take a few minutes. Hopefully, it will provoke some conversation.

RoV: "Provoke" being the key word!

MaC: "Provocation."

MC: Yeah.

RoV: Name of the book?

MC: The book is Fire and Emergency Services Instructor and basically I just wanted to bring it in to bring about an awareness.

RoV: Published by?

MC: Published by the International Fire Service Training Association. I was talking to somebody at work about this class and they were interested in it. They were constantly asking me about it and joking around about it. Well, they're taking this particular class and they found some references to andragogy in this book. And so, therefore, I asked them if I could borrow it, and I made some xeroxes of the pages that talk about andragogy. The course is set up for somebody who's being trained in the basic training for fire fighters and emergency services personnel. I thought it was very interesting because they actually refer to andragogy in something like this. There are some different parts that are circles and underlined that I thought were appropriate.

MC: I just thought it's interesting to see just how far-reaching andragogy actually is. This is something that is not a higher educational setting, but it's actually being applied in this context and…

JH: Who is the author of that training manual?

RM: A guy named "Sixth Edition."

RuV: Chapter contributions…

JH: Chapter four, page 53. Does it say who wrote that?

MC: Let me look.

MaC: He's world renowed.

MC: I can't find who in particular wrote that part but I did want to mention that this man who's being trained on this material so that he can train firefighters and so on said that this class that he's taking is put on by the University of Missouri-Columbia Extension Program, so you might be familiar with that?

JH: Yeah, I'm familiar. They've done a lot of stuff with fire training.

RuV: Have they been fired?

JH: I wasn't involved with them.

JH: Knowing some of the fire training that has gone on and one of the fire groups that I was involved with helping to do their annual conference, I think that was a humongous step forward for them to have that as a goal that the attitude toward the instruction would be "at least as good" when they left as when they came in.

RuV: And you know where that comes from because it used to be the other way around.

RoV: That is a step up for a lot of people.

RuV: Well, we run into the same problem in preparing people for licensure in many programs.

RoV: I'd say that notion is called a "Positive Theory on Instruction." No, it's interesting, because I think if anybody needs it the technical sciences--fire fighting being one of those--needs the theory. Let me make a generalization about fire instructors. They're usually firemen who are excellent practitioners or people in the ranks who are practitioners of the science that they're teaching but have zero classroom instruction, knowledge, expertise. So just this much--they're going to need more, let's put it that way. I taught a class of all firefighters, male and female firefighters from captain on down, and the course title was "Adult Development and Learning Assessment." And it was interesting because we touched on these things, of course. We dealt with Zemke's "30 Things We Know For Sure About Adult Learners," we did the Rossman Inventory as part of that class, and they're all going "Wow, this is really cool! Who's going to teach the people who teach our classes about this so that they'll not be so boring?"

RuV: Can we let Mary finish her presentation?

MC: Well, I didn't really have a lot to present. I basically just wanted to bring about an awareness that it actually has a little bit more far-reaching impact than we might think, but that actually attempted to present this is a training class such as that, so every little bit helps. Thinking about just two pages dedicated to it maybe it's the beginning of a lot more. At least they're trying to adjust the issue.

JH: I want to just look at [the book] before we get away.

MC: Okay, sure.

JH: Margie, I think you've got something for us.

JH: Couple of comments that I would like to make at this particular point. Interesting he says in the 1960's is when andragogy was introduced into the curriculum in the universities. Well, it was 1967 when he was involved at Boston University and took a course in the summer with Malcolm so andragogy was a relatively new concept with him when he made that statement to Malcolm: "You're practicing andragogy." So the timing is pretty close there. It's not as if andragogy had been around a long time in Yugoslavia prior to that. The other thing that I want to comment on in having roomed with Dusan in 1995 at the International Conference in Bamberg, Germany, basically what I got from what he's written and what's in English about what he's written and his conversation is that they're probably the most highly developed and committed university--University of Belgrade--to thinking of andragogy of a science, and the development of the science in its initial stages. And their university is probably making the most contribution of any toward the development of this as a science--which I think is an interesting thing. Which to me would, in some way, underscore the fact that they're open to identifying where it needs development, when he lists 76 problems and renaming them--which I agree with--as "issues." Nevertheless, they are thinking deeply about this stuff and the area is not just a glossing over, but they're thinking deeply about what it means to develop a scientific discipline and the implications of all that.

MK: And a lot of it is tied into their economy and they were able to get funding to continue on with their research, which I thought was good. One thing that he doesn't identify that I would like to look up is the meaning of the term "development." They have these plans…

JH: Disappeared in what--1990?

MaC: Uh huh.

JH: And he probably wrote it and submitted it about the time it was beginning to disappear and it was the completion or finish of an era. Or he wrote it just before that.

RoV: There's only one reference?

RuV: Well, where's this from? International Journal of Lifelong Education.

MaC: And that one usually is--

RuV: It's also a report on current and contemporary trends. I mean, maybe he was the first one to do this kind of a reporting approach. Here's what we're doing. Here's what we're looking at. And realizing that there was no Communist government, can he reference a government five-year plan in a Western publication on an Eastern document? The answer's probably "no."

RuV: Not between East and West at that time. There was still a limitation on what was published.

RM: Where is this journal published?

MaC: England.

JH: England.

RuV: It's a British journal.

JH: Yes.

MK: He says early on that theory is ahead of practice.

RuV: Practice is ahead of theory, you mean?

MK: Theory is ahead of practice.

RuV: Right. I think it's the other way around.

MaC: In the 50's practice was ahead.

MK: Oh, really?

MK: I was just impressed with the amount of research that they're doing and I find that hopeful that it will continue.

RuV: Do we know what's coming out of the former Yugoslavian areas now, John?

JH: I think that the communication out of there is extremely spotty and extremely limited. I would imagine that a lot of them have been huddling together.

MaC: Well, think of when you see Sarajevo on the news.

JH: I would speculate that this winter has been an extremely tough winter on them. You know they had in the war last new had a good bit of their infrastructure decimated through whatever was going on over there and my speculation is that probably quite a few of them have been huddling together just to keep warm and just have enough food to eat and that kind of thing and so I think it's extremely spotty. Jost Reichmann had an intern that came from Belgrade--the University of Belgrade--that was with him I think last summer if I remember correctly. And she went back in the fall, which was about the time the war was going on and the time the war was finishing up and our gun involvement in it--the war is not over yet. That war over there has been going on for a thousand years.

RuV: At least.

MaC: On an issue that keeps popping up.

JH: Well, exactly. Somebody thought they were going to solve it by going in and straightening things around and those other people have been fighting for a thousand years and nobody's going to go in there and settle that thing in three months and have it not come to the fore once again. But I think they were probably in the midst of all that. When this gal went back to Belgrade afterward, Jost Reichmann said she said, "Things are just--just terrible there!" So I would imagine that Dusan and all of the folks that are doing research are in the midst of all of that problem and issue and focusing on survival.

RuV: How old is Dusan?

JH: Well, as I remember it, he was in 1995 when we were in Bamberg, Germany, I remember I believe his talking about that he was 67 at that time so he would be 72.

RuV: Early 70's.

JH: Around 72 now.

MK: And so this is the gentleman through whom Malcolm Knowles became acquainted with the term?

JH: That was correct. He borrowed it from Dusan and infused it with some of his own ideas. Come out of his own experience working with the YMCA and working at Boston University and the things that he was experimenting with and trying to accomplish as far as opening up…

RuV: What did we both--Adult and Continuing Education--is that basically what he was trying to replace?

JH: Basically what he was saying was that the field of adult education was floundering a lot because they were putting it--they were doing what they were doing in accordance with the old approaches for teaching that they used in the K-12 situation. Joyce kind of alluded to that in terms of her own experience, coming out of the public school and a pedagogical situation. Well, this is what I know and so this is what I'm going to do, when I'm working with these people and find out that it doesn't work. Malcolm--I don't know whether anybody's aware about where Malcolm got one of his first ideas about adult learners were different from child learners--they needed to approached differently? He was at the Boston YMCA and then got this one professor who was an astronomy professor from Harvard--Hahvahd!--

RuV: Pahking the cah…

JH: --and he came there and after the first night, on the second night out of--what?--14 people there were 4 of them left so he decided to close down. And what the Harvard professor did was brought his yellow, dog-eared notes on astronomy from his university class and started lecturing on astronomy to the folks. And that's not what they were interested in.

RuV: All they wanted to do was look at stars.

RuV: We looked at two weeks ago.

JH: …at an International Conference in Training and Development, he talked about andragogy and the obligation people had in socialist societies. One of the things we may want to do somewhere along the way if you want to look at his background, in the 1980 Handbook of Adult Education--that was when the Communist era was in full swing--he would have written it probably in 1978-79 for the 1980 Handbook of Adult Education--he wrote a full article on adult education in Eastern European countries which appeared in that 1980 handbook. So you may want to sometime take a look at some of his previous writing in the various countries. And I'm not absolutely certain but something tells me that was not any bibliographic references in there, but I may be wrong. I'd have to go back and look specifically on that, but that's kind of his background.

RM: Well, he may have written this during the period when he was not able to access any libraries and so forth.

JH: Okay? That may well be part of why he was in trouble a lot of the time.

JH: Anna Kraynch referred to--I'm not sure who has that article--was at the University of Lubiyana in Slovinia and she was to maintain contact with Leonard Nolan who was the head professor at Teubingen when Jost Reichmann was at Teubingen and they used to talk about how Anna was in trouble with the government ALL the time over there. Just a terribly rough time that she used to have. She challenged them at every step of the way and they would give her fits.

RM: To heck with the goal of self-directness.

MaC: She didn't get a typical northern climate in the process, did she?

JH: No, she didn't. Well, the thing of it is, I think in Yugoslavia they had their own brand of Communism and Tito sort of went his own way.

JH: Right! Sort of fought among themselves. Even while Tito was running things--running the outfit. But I think they could get away with a lot of stuff that a lot of the other Communist countries--folks in the Communist countries over there could not get away with.

MaC: Yeah, that was always a separate form of Communism.

RuV: Don't think it was any more benign.

MaC: No.

RuV: Well, except that--not to be impolite--I was listening to your oral history report. Margie, are the pages out of order?

JH: That's what andragogues do. They look at something and question…

RuV: We question! Do you think you could give me a promotion to make me an "andragogue?" All I'm trying to do is get something straight.

RoV: Rudi's an andragogue wannabe!

JH: I want to be one too!

RoV: I wasn't here this morning but did anybody else mention about the study that--the literature review, I guess, that Miliska Knauft has put together. You talked with her, I think. I talked to her yesterday. She has compiled I believe she told me yesterday 22 pages of references about schools were andragogical approaches were used in courses, including whole degree programs where that's done. I thought she said she talked to you about that.

JH: Well, possibly so. Let me--there's another link in this. Mary and I one day recently got an e-mail from Paulette Isaacs saying that Miliska had contacted her and asked--at Keller's Graduate School of Management where she's the director in Westport was thinking about going in that direction. She's been encouraging them to go in that direction

RuV: And then I will talk to them again.

JH: What?

RoV: He's saying that because he interviewed with Keller and decided that wasn't what he wanted to do. And I teach for Keller and I can tell you they need to go in that direction.

JH: Well, and Miliska was saying she wants--because of her experience of applying self-directed learning and andragogy in the BJC system when she was there, she was very much committed to that kind of thing. And as a consequence when she went to Keller, in fact when she interviewed for going out there, she was very much committed to that idea and they were open to some of her ideas and hired her and, since then, she has pushed doing self-directed learning and learning contracts with them. The policy development side of Keller going in that particular direction. And she came to Paulette and said "Are there any instances of that?" She said "I already have some that I'm aware of but are you aware of any others?" And Paulette sent an e-mail to both Mary and myself and I just scooped up a bunch of books and stuff in my library, or my room, or whatever that is…

JH: …and gave her that stuff. Now, howmuch of that found its way into the 22 pages I'm not certain but…

RoV: Let me say this. I believe she said "22 pages" although numbers are not my forte, as we all know!

RuV: Really?

RoV: Really! And it may be that it's not 22 pages of references or listings but a 22-page report on the subject. I mean, we had a very brief conversation yesterday, but she said she had condensed it to six pages that she was going to present to Keller and I said we as a class--I asked her if she'd visited our website--and I said "I'm very sure that we as a class, if you don't mind, we would love to publish that on the website to make it available to anyone who may find it useful--if it's okay with you and Keller." And she didn't seem to have a problem with that--seemed more than willing to do that--and I presume that will happen at some point, but she wanted to visit the website and kind of see what--get oriented to what we're doing and see where it could fit. She also said something about coming to class. She'd be a great person if we could get her to come and talk with us at some point on one of these Saturdays. And for those who don't know, Miliska is a graduate Ed.D.?

JH: Yes.

RoV: …from this program. When? A year ago?

JH: A couple of years ago. And she developed in her dissertation an instrument on measuring three facets for trust in learning.

RuV: Don't just okay that, John. Keep going. Develop it. What do we mean by "trust in learning?"

RoV: What did she say about it? Read the book! Read the book!

JH: Yeah, read the book! Measuring three facets of trust in learning. Three facets of trust in self in learning, trust in others in learning, trust in the system in learning.

RoV: No trust in the instructor, obviously.

JH: And the interesting instrument she developed explained when she did all of the analysis and went through the delphi study--I think, the delphi approach--

RoV: Spaner was on her committee, I know that.

JH: Yes! That's right!

RoV: It was very quantitative.

RuV: Delphis' perfect.

JH: She really refined Lucy Guglielmino's process that Lucy used for the development of the Self-Directed Learning Readiness Scale. But her instrument only explained 32% of the variance in the area of trust. So she--I don't know whether she's getting to it at this point or not, but felt like the follow-up to that needed to be done for that instrument to be refined to the point where it would take in more of the variance and 32%.

RoV: Did she posit a theory as to what the other 2/3 was about?

JH: Well, she might have, but I don't know that I can…

JH: Yes. Might want to do that. Fact she had…

RoV: 542-4222.

MaC: What?

RoV: That's her phone number. 542-4222.

JH: So, anyway, that's where, that's Miliska's situation and her background, so she's very enthusiastic about developing the whole notion of andragogy and how it applies to…

MaC: Do you have a copy of her dissertation?

JH: I think somewhere. Oh, no! Right now my copy of her dissertation is in Bangkok. Sorry about that!

MaC: Remember, I asked you before and you said it was in Bangkok.

RoV: Miliska?

MaC: Should have.

JH: Well, I know! It was questionable whether I would or not.

RuV: You didn't want Bill Bennett in your doctoral program!

JH: Well, all I'm saying is that the things that start as little seeds or little things that you grow--back to the plant metaphor--that started in a small way have blossomed now to where this university has influenced, that ripples are into that whole country in those kinds of things. And that to me is what this whole business of andragogy is about--to see that take place.

MaC: What did Jost at one point call it an "infection" or something?

JH: Malcolm used to say you know this adult education stuff this andragogy stuff he says "It's like a narcotic!"

MaC: Habit-forming.

JH: Addicted to it and he said "You just can't stop yourself from doing it!"

RoV: You get "andragogically-transmitted diseases!"

JH: The narcotic idea is kind of a--not a good metaphor but it's not terribly good to be addicted to a narcotic but…it's like you get hooked on it, or you get involved in it and it becomes a way of life. It becomes an excitement, an energizer. It generates the excitement and generates the enthusiasm and that kind of thing.

RoV: It's sort of like--I liken it to what Ned Herrmann says about brain dominance. His quote is: "Brain dominance is a concept which once understood becomes irresistible." And I think probably it's the same with what you're saying about andragogy.

JH: I was interested in the Lee reference in this article that you shared with us, Mary, because they site Lee 1998 and the Malcolm Knowles thing, the andragogy part. Well, I looked over here and Lee is Chris Lee and the article is "The Adult Learner: Neglected No More" and is in Training magazine, March 1998, pages 47-52. And Chris called me on the telephone when she was preparing this article. It really is an article honoring the passing of Malcolm Knowles and she knew from the New York Times article that…

MaC: John did the eulogy.

JH: …that I had some contact. In fact, the New York Times contacted me and put in some things that I said about him at that time, and she had heard that that was the case. She's heard from a couple of other sources that I was the one that had done the professional eulogy at the memorial service and she asked--I gave her before my article was published--I gave her my, I said I'd be glad to send it to you, I said "It's going to be published in Adult Learning." And she told me what she was trying to do with the article--which came out really an excellent kind of article and, for instance, she quoted Sharan Merriam in there and it said, it made some kind of remark like "If somebody goes into adult education and has an understanding of what Malcolm Knowles is talking about, they'll probably be in pretty good stead, in pretty good condition in the adult classroom." My comment was--and I have to go back and look at what she quoted--but one of the things that I said that Malcolm had indicated years ago and, in fact, when I took his citation for the Hall of Fame to him in 1996, the summer of 1996 and was commissioned to do that by the Hall of Fame, and he--I said "What do you think are your most important accomplishments or your top priorities in the field of adult education?" And one of the things that he said to me, he says "I think if I'm to take my top priority in all of it, it's in the students that I had the privilege of working with and teaching and learning with." And my comment to Chris when she interviewed me on the telephone about my comments about Malcolm, I said "I am sure glad that I was one of Malcolm's priorities! That I was one of his students!"

JH: So, anyway, that's where that, that particular…

RoV: Before you close that too, page 86 where you were in there, I noticed that in that section they also used as a reference Renate Caine--Renate and Geoffrey Caine--Making Connections: Teaching and the Human Brain--which I did the workshop on on Wednesday. And it's the single best book I've every seen on the subject. If you buy one book, buy that one.

JH: Where is this?

RoV: Making -- Renate Caine.

JH: Renate Caine and Geoffrey Caine?

RoV: Yes, Making Connections: Teaching and the Human Brain.

JH: Alexandria, Virginia? Association for Supervision and Curriculum Development?

RoV: Yes. I do think they actually teach in California now, at one of the universities. They're both teachers. I assume they're married, but that was their dissertation, or one of their dissertations?

MaC: Yeah, and they were in the Holistic Education Network. That's how I found the book.

JH: I think it would be wonderful if some of the folks that are involved with the Association for Supervision and Curriculum Development in universities and K-12 would put some of that into practice.

RoV: Be nice, wouldn't it?

JH: I would be excellent.

RoV: If you'd like, I can bring everybody copies of the nine principles that are based on the Caine work that I taught on Wednesday. I can give you copies of that. Not just the principles, but the implications for teaching and learning.

MaC: That would be something….

RuV: How does it relate to andragogy?

RoV: In the sense of adult learning, it isn't exclusively adult learning but it's how the human brain works and how that impacts learning, whether it's adult or child. So it also would have implications for pedagogy as well as andragogy. So I'm not sure that it's a one-to-one correlation, but there's definitely some implication…

JH: Someone else?

RoV: It's going to be easy to transcribe that last few seconds!

JH: Is there somebody else that wants to share a paper before we go? Or share something?

RoV: And for the purposes of the tape, the book is The Profession and Practice of Adult Education? Is that right?

EI: Um hmm.

RuV: Or critical thinking. Or transformative learning.

EI: Um hmm.

RuV. I'm not sure I buy that.

EI: Neither do I. But the…

JH: Read that argument again.

JH: If there is anything that took place in me, in my doctoral program and ever since, it's a transformation.

MaC: Um hmm.

JH: Continuous!

MaC: Well, it's collaborative learning…

JH: Collaborative learning!

RuV: Do they--do we have a definition of how these authors use the term "andragogy" anywhere?

JH: No.

MaC: Um hmm.

RuV: Okay, so she's quoting herself. Okay.

MaC: Actually, they're giving everybody's definition of andragogy…

JH: I'm interested in, on page 250-251, if you'll notice the citations. Talks about "And while collaborative learning, group interaction, dialogical methods are espoused in the literature, actual practice in North America is more governed by competition, individual achievement and didactic modes of instruction." Well, that's probably right! Look who they cite! They're insights, or what they're talking about is limited to only published articles…

MaC: And two of them very strongly feminist.

JH: All right.

MaC: Hal Veeters.

JH: Hal Veeters' at Rutgers.

MaC: Yeah. And he's at Rutgers. Okay. So those references right there put a particular slant on it.

RuV: Well, I had that problem with some of the other writing by these--by at least one of these two authors. Who is--okay, this is written--where do I find the authorship? Is this by Merriam by herself?

RuV: Got it.

MaC: But Alan Knox is the overarching editor of the series.

JH: Of the series, yeah. Well, but I think this is a book. This is not…

EI: Yeah, this is a book.

JH: This is not that quarterly series they do.

MaC: No.

RuV: No, but it he, it is a book in the series, because Knox is being shown as…

MaC: It's the Higher and Adult Education Series.

RuV: Yeah.

JH: Okay.

JH: Well, and maybe I…the interesting part of it is, one wonders what goes on in some of these classrooms. I think it is just an illustration.

RuV: "We discuss andragogy more fully in chapter six." On page 85. Sorry about that, John. I wonder if that's…

EI: I didn't go back…

RoV: John was about to give us an example.

RuV: I apologize, John.

RoV: And no adult education students!

MaC: John and I were talking about we could go to the bus stop and start a new class.

RuV: Nah, John, with due respect to you, sir, that is a very directed question that we all know the answer to.

MaC: Um hmm.

RuV: The program brings participants. Quality of program. And so what you did here is you said it appears to you the quality of that program was low.

JH: It's not--I don't even know that I'd use the word "quality." Talking about what I had done over the years and sought to do is exemplify and practice the principles of andragogy. Whether it's in the classroom. Whether it's when folks come in and out of the office. And the program has self-generated over the years because we practiced the principles of andragogy as I've understood them. Or misunderstood them!

MaC: We're trying--We're looking at whether it's misunderstanding or not.

JH: And well, that's when Jost said to me that maybe what I was doing was NOT the best, in the best interest.

RoV: He's either practiced or malpracticed!

JH: But the point that I'm making is that when I was going to become a professor 17 years ago I asked one of my favorite people from the University of Nebraska in Lincoln and I went to him and I said "Wes, I'm going to become a professor at the University of Missouri-St. Louis. What instruction do you have for me as top priority that I need to think about to be a professor?" And he said "John, there's one thing as far as I'm concerned." He said "Be accessible to students."

MaC: Um hmm.

JH: And I said--I sort of tucked that in my head and I have tried to practice that over the years.

MaC: Within human limitations.

JH: Yeah, within human limitations but also accessible in the sense that you care about where they are and where they're gonna go and what they want to learn and carry forward in their program as it relates to what we're doing in adult education.

RoV: Well, and if it's any consolation for any of the grief you've had to take over the years [laughter]--and this would be small consolation for that by comparison!--that's without ever having heard your name or knowing anything about--I'd never met you in my life, the first time I heard about this program, I was told, I said "Well, I'm afraid to get into a Ph.D. program because I don't want to go into that whole traditional thing." And just never thinking necessarily in terms of andragogy, I just wanted a different kind of approach. I wanted to be able to do the program that I wanted to do. And the person I was talking to--Faye? From--

JH: Faye Fullerton?

RoV: Faye Fullerton.

JH: Who's was from East Central College and went on to Lincolnland Community College.

RoV: And got promoted after she got her degree. And she said "Well, my advisor is Dr. John Henschke and he will work with you. He is very flexible. He will work with you and…"

RuV: Oh, God. A bad word!

RoV: No, it's a good word!

RuV: In academe? That's a bad word.

MaC: Not in adult education!

RoV: And I said "Well, I need to get in touch with him." And then I talked with Jane Kerlagon, who knew you also and she said the same thing, so you're reputation preceded you, at least in my case. And what have I got--three, four people now into the program? So it does grow.

MaC: Well, this program--I mean John didn't have time or money to do a program marketing. It's growing basically by word of mouth. And they finally realized they might need Dr. Isaac and myself.

RuV: You know, one day you need to pursue that question that you threw out to a few of us…

RoV: Where's the party?

MaC: Oh, I've set a date for it now!

RuV: Because, because you were on the right track with it, Mary, and I don't know why it didn't go. What Dr. Cooper did was she sent out a message I think just to the four of us about--how did you word it?--"It appears--"--this was after the Midwest Research to Practice Conference--"It appears that in many places programs in adult education are going away. Yet here at UMSL we're thriving. Does it have to do with Malcolm Knowles? Does it have to do--implied in the question--with John Henschke? And all that sort of stuff. And I thought we made a start at a nice discussion on that. Did you ever get a copy of any of that? I wonder if I still have…

MaC: I was waiting but the thing just sort of stopped. And I was waiting…

RuV: Was I the only one who reponded?

RoV: No. A number of us did. And I remember my response in particular was there may be other factors at work. In comparison, for instance, there may be fewer programs of this sort available in the St. Louis area than there are in other places. I mean, who knows? There are other things to consider. Not that I don't think that definitely has a lot to do with it. I know it did in my case. And in the case of the people I've, you know, garnered into the program. I mean, it's had a LOT to do with it. It had everything to do with it. That was the reason I called John in the first place, because I heard about the nature of the program.

MaC: Now, see that was the kind of thing that I was starting. When we started that small group, it was kind of what we're doing here.

RuV: And I think it belongs here and I think it deserves--there may even be in the long run plugging into the website situation, John, there may even be a benefit to attaching a bulletin board to it so we can have--

MaC: Well, the interesting thing was that that question came on to your group based on what you were doing and some of the things that had preceded. And also based on the story that John just told this group about Seattle. In fact, we had just--after we had left, realized that what a--you know, what's going on here? Why are we different here than other places? I mean, we had our own answers, but I'm…

RuV: Well, my suspicion is students are not stupid. Everybody buy that statement?

RoV: We got that on tape!

RuV: We got that on tape.

JH: And let me just say--a parenthetical remark here and a footnote remark--I sat in faculty meetings many times and I sat in one about a week ago that I heard the opposite from faculty people and I said to myself "This place is going to be emptied out--"

JH: "--before I retire!" If the things being said by faculty members is exemplified in what they're doing with students.

RuV: I agree. I find it typical of…

RM: This sounds purely like Malcolm would do at Boston…

JH: Yes, you're right.

RuV: We got through it at every institution.

RM: Keeps this cycle…

MaC: There are faculty members that even hate…

RuV: Let me finish my point and, John, you're right on with your interruption. The reason I started that was, is it doesn't take a learner long to figure out that what you profess and what you do are different things. And they're going to pay attention to what you do--NOT what you profess. So if we are running a program in andragogy, or adult education or lifelong learning and we're standing there dictating to them, gee! What a surprise nobody shows up.

JH: Congruence is one of the value systems that is of utmost importance. You've gotta walk the talk!

RuV: Your actions speak so loudly, I can't hear what you're saying.

RoV: I wonder if those people in Seattle--the faculty who had to go into teaching other classes and other departments--did they go into those, do you know, teaching andragogically, using the adult learning approaches that they presumably espoused or did they go into a more traditional format?

JH: Well, the citation is right here. "Actual practice in North America is more governed by competition, individual achievement and didactic modes of instruction." And the last citation there is one of the professors, excuse me, we're talking about!

RoV: I gotcha.

MaC: Libby.

RoV: Well, I just, I think it's a stretch, really to say--

JH: Well, I disagree with what they're saying on this thing down here because to me we, we've been, what this program's about is collaboration. That's what we're doing in this "Dialogues in Andragogy." Who wants to do what and share whatever they're doing with the other people. Okay? So you do your things and we're having this debate and--

MaC: Andragogy has nothing to do with collaboration. Excuse me?

JH: And personal regard…and critical thinking. Have we debated any of this stuff and argued with each other and argued about this author and I disagree with this one and I agree with that one and changing our minds along the ways and the dialogic methods. I mean this is a dialogic--this is a dialogue in andragogy.

RuV: And you ought to quit controlling it, then!

RoV: Well, I do think it's a stretch personally to say that if the practice is lacking, if the lacking is falling behind the literature, that, therefore, is not a valid thing. That's just, that's a leap, I think. In other words, they may be saying "We need more of it." The literature says it's good and, therefore, we ought to see more of it in practice and we don't see enough of it. But that's not what they're saying. They're saying "Well, it doesn't really have anything to do with it then because that isn't what's real."

JH: But in 1987 when I did my article at the Midwest Research to Practice on--I'm trying to think and remember what the title was--anyway, it had to do with developing new models for training teachers of adults and preparing teachers of adults and, basically, what I said at that particular point because it's research and practice in action--I said that our research needs to grow out of our practice.

RuV: And vice versa, I hope.

JH: And vice versa. It needs to be a two-way street. But I'm saying that that's where the research agenda in a large measure needs to be, and I had 35 people in my session and even Peter Jarvis was one of them and he agreed that that's what ought to happen, even though it wasn't happening.

RuV: Shall we--do you have an overall conclusion on the parts of this book that you reviewed for us?

MaC: What else did you learn?

EI: Yeah, I'm going to do more sections. I wasn't planning to present today.

JH: At least you gave us the appetizer!

JH: You'll come back with a whole meal later! How's that?

RuV: Was this written as a 410 type book?

JH: No, I would say it would come closer to it being a 412 book.

MaC: What? This book?

JH: This book. Profession and Practice of Adult Education. Kind of an overview but it's…

MaC; I never use it!

JH: I wouldn't use it.

MaC: I might put it on the reference list.

JH: I'm just saying the type of book that it is. It's more of a foundations books than it would be an adult learner book. Okay. Foundations of the field.

RuV: Okay.

M