The article is a comparative and historical analysis of the concepts, practices, and theories of adult education in 10 European countries. In the opening section, Savicevic traces the initial use of the term "andragogy" to J. A. Comenius in the 17^th century. Apparently, Comenius' work is just recently being analyzed, a copy of his work having been located only in 1934. In it, Comenius urges "…the establishment of special institutions, forms, means, methods, and teachers for work with adults" (page 180). Savicevic then follows the history of adult education/andragogy in the various European countries to the current time.

The meat of the article describes the post-Second World War developments in the following countries: Germany, France, The Netherlands, Great Britain, Finland, the Soviet Union, Czechoslovakia, Poland, Hungary, and Yugoslavia. The piece de resistance is his comparative analysis in which he states that there clearly is a field of andragogy. He attributes its roots to European culture from ancient times to the present. He finds common in all countries the "acceptance of a philosophy of lifelong education" in which adult education and learning occupies a place of primary importance (page 197). He finds evidence of the development of a profession of andragogy in an increase in number of researchers, periodicals and professional publications, professional organizations, scientific gatherings and other channels (page 197).

He postulates that there are 5 schools of thought: 1) "andragogy" is one of the disciplines of pedagogy and pedagogy is the integrated science of education; 2) "agology" is an integrative science including all education and learning processes and other forms of guidance and orientation (for example, human and professional development and social work); 3) a pragmatic and practicist approach to teaching and learning of adults lacking social or philosophical foundations (he calls this the "American school of andragogy"); 4) the denial of the possibility of founding andragogy as a science; and 5) andragogy as an integral science of adult education and learning with a number of sub-disciplines. He concludes that andragogy exists and that in many European countries, it features a holistic approach.

Throughout the paper a large number of terms are displayed which are used as synonyms for our use of "andragogy". It is interesting to note, from the roots of those terms, that andragogy is indeed in a stage of development, a stage of differentiating itself from the "parent fields" of psychology, sociology and anthropology, and the general theories of education until recently exclusively the purview of pedagogy.

As may be expected of a comparative and historical analysis, a large reference list is included, covering authors and material from each of the countries indicated. It is clear that the specific citations used in the text are only a small portion of Dr. Savicevic's exposure to thinkers and authors throughout the world.

Comparative analysis is a well-accepted approach to developing an understanding of the breadth and boundaries of a field of human knowledge. It is delightful, especially for learners at the beginning of their exposure to a field, to develop a sense of the history and complexity of the field. Dr. Savicevic's effort provides an excellent introduction and might be an appropriate resource for the introductory course in adult teaching and learning (Adult Education 410: "The Adult Learner", at this institution).

It could be said that the article is Euro-centristic, an accusation frequently heard in today's diverse American society. I feel certain that countries and societies other than the 10 chosen by the author have histories of andragogy and/or adult education that would be beneficial for us to review. This statement in no way intends to diminish the excellent work accomplished by Dr. Savicevic. It is only intended to indicate that further study might be beneficial for all of us. I cannot find any weakness in the author's approach, analysis, critical thinking or synthesis of the material he chose to review.

As I indicated above, I believe that this sort of effort provides a major understanding for each individual learner. In addition, I am convinced that it is the sort of work that needs to be done if andragogy/adult education is to become a field of study (an "ology").

Submitted by: Rudolf P. Vrugtman

February 12, 2000

Education 415: Dialogues in Andragogy

Dr. John A. Henschke

University of Missouri-St. Louis