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A Productive Decade of Andragogy’s History and Philosophy: 2000-2009

A Productive Decade of Andragogy’s History and Philosophy: 2000-2009
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Author(s): John A. Henschke (University of Missouri, St Louis, USA)
Copyright: 2011
Pages: 28
Source title: Assessing and Evaluating Adult Learning in Career and Technical Education
Source Author(s)/Editor(s): Victor X. Wang (California State University at Long Beach, USA)
DOI: 10.4018/978-1-61520-745-9.ch004

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Abstract

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’s 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 publications with the world-wide foundation being established 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.

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