This paper provides two areas of insight into the term "andragogy" in an attempt to offer information to help clarify and create a definition of andragogy and to encourage the continued study of andragogy as an important field of inquiry and scientific endeavor.

The goal of the first section of this paper is to provide information concerning the varying views and uses of andragogy around the globe. The author begins by contrasting Ferro’s assertion that the term andragogy be abandoned because it has spawned other terms that muddy the meaning and purpose of adult education. In contrast to Ferro, the author provides a great deal of information concerning the international perspectives of the use of andragogy. Five trial definitions of andragogy are also included in this section.

1. Jarvis (1990) The andragogical cycle includes: study of needs and motives, planning the educational process, programming the educational content, preparing and organizing the process, implementing and evaluating the process, and product of the exercise.
2. Knowles (1990, 1998) The teaching/learning relationship needs to be equal, open, and democratic with a psychological climate of mutual respect, collaborativeness, trust, supportiveness, openness, authenticity and humaneness.
3. Peters and Jarvis (1991) Define "andragogue" as the person who accepts and practices andragogy. The andragogue accepts each student as a person of worth, respects learners’ feelings and ideas, seeks to build relationships of mutual trust and exposes his own feelings.
4. Krajnc (1991) Andragogy is the art and science of helping adults learn and the study of adult education theory, processes and technology to that end.
5. Savicevic (1998) Suggests that a scientific system of andragogy would include the following major tasks: individual and psycho-physical development, social-philosophical and historical aspects of adult education.

The author concludes this section by acknowledging that current uses of andragogy add valuable substance toward a definition, but additional insight can be gained by tracing the ancient sources and antecedents of adult education.

Strongest part of the case: The author provides an excellent overview of the international definitions and uses of andragogy. Especially useful is the way the author links many of the perspectives to aspects of Malcolm Knowles’ ideas, approaches, and practices of adult education. Reading the information and making connections between the perceptions greatly adds to the understanding of the "theory building’ process, including the importance of sharing many ideas which build upon one another in order to create a body of knowledge and research.

Weakest part of the case: The opening paragraph of this section discusses Trenton Ferro’s opinion of the value of the term andragogy. The author asserts that Ferro advocates abandoning the term because it spawned other terms, which are confusing. This reader disagrees with the reason cited for abandoning the term andragogy. A more accurate presentation might be that Ferro’s advocates abandoning the term andragogy because educators of adults already have many terms to describe their work and Ferro does not believe enough evidence exists to support the actual existence of a theory of adult learning.

A second weakness perceived by this reader is a lack of evidence to support the author’s claim that andragogy is in numerous dictionaries and encyclopedias. This statement might have been make stronger if the author included citations from dictionaries containing the term andragogy. Beginning research by this reader into the location of andragogy in modern dictionaries yielded no examples. This reader could only find the use of andragogy in adult education resources such as Lifelong Education for Adults: An International Handbook and International Encyclopedia of Adult Education and Training.

In the second area of this paper, the author discusses some of the historical concepts that have influenced the development and meaning of andragogy. Also included in this section is the author’s personal perspective of Malcolm Knowles’ role as a model "adult educator" emulating andragogy in the broadest perspective. Specifically, the author investigates six Hebrew words that provide valuable insight into ancient antecedents of andragogy.

1. Learn A Hebrew root word used to describe the idea of learning, studying,

training

2. Teach A Hebrew root word that has the connotation of aiming for something
3. Instruct Meaning understanding, wisdom, intellect, comprehension
4. Guide Meaning consultant, advisor
5. Lead A Hebrew root word meaning going in a direction, guiding
6. Way The Hebrew word also means example or model, a way of life

The author concludes the paper with his definition for andragogy "a scientific discipline for the study of the theory, processes, technology, and anything else of value and benefit including learning, teaching, instructing, guiding, leading, and modeling/exemplifying a way of life, which would bring adults to their full degree of humaneness."

Strongest part of the case: The second part of this paper provides new insight into the emergence of the term andragogy. The author makes a very strong case that the Hebrew language and history is a virtually untapped resource for information that can contribute to our understanding of the development of andragogy. The author opens the door for further inquiry into this topic.

Weakest part of the case: In any scholarly paper, there is always more information that could be included. The only area this reader could identify for future changes is a more in depth study into the Hebrew antecedents of adult education, including continued research into the Hebrew language and new research into how the case method is currently used in practice.

This paper is well grounded in research. The author includes over 32 citations in the bibliography. Much of the background information concerning the international uses of andragogy stem from Lifelong Education for Adults: An International Handbook (1991) and International Encyclopedia of Adult Education and Training (1996).

The author brings a unique perspective into the dialogue of andragogy. His personal experience, passion, interest and understanding of andragogy can be seen in his writings and conversations. The author truly models a lifelong learner and is an inspiration current and future and andragogues.

Submitted by: Lea Bengels

March 18, 2000

Ad Edu 415: Dialogues in Andragogy