Page 187 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 187
andr agogica l k nowledge a nd sk ill s for teacher s in ma instr ea m education ...
individual) and pragmatic philosophy (the influence o f D ewey a nd
Lindeman and their emphasis on knowledge gained from experience
rather than formal authority) (Holton et al., 2001; Merriam & Caffarella,
1999). It first emerged in 1833 when the German educationalist Alexander
Kapp coined the term (Chan, 2010; Howard, 1993). It was further devel-
oped in 1926 when Lindeman extended the idea, yet it only gained rec-
ognition in 1959 when Knowles further explained the basic principles
of andragogy. He later characterised it as a model of assumptions about
adult learning and a conceptual framework that serves as a basis for an
emergent theory (Knowles, 1989). Today, Knowles’ andragogical theo-
ry is the best known and most acknowledged conception of adult edu-
cation and learning. Knowles (1980: p. 43) also defined andragogy as an
opposing concept in relation to pedagogy where he defined andrago-
gy as a learner-centred approach and pedagogy as a teacher-centred
approach. He stated that “andragogy is the art and science of helping
adults learn, in contrast to pedagogy as the art and science of teach-
ing children”. Although we can find d ifferent conceptions of andrago-
gy in the literature (andragogy as a theory, an autonomous science, a
discipline of pedagogy) (Klapan, 2002; Zmeyov, 1998), we can say that
in general it is an attempt to focus on the learner rather than the teach-
er. It provides an alternative to the methodology-centred instruction-
al design perspective (Holton, Swanson, & Naquin, 2001) and has great-
ly helped in understanding adults as learners. It is also clear that those
principles have been emerging in mainstream education over the last
few decades (Major & Palmer, 2006).
The aim of the article is to consider the use of andragogical knowl-
edge and practices in mainstream education in order to prevent ESL.
First, we will review the basic concepts and principles of andragogy
and present their practical implications in mainstream education. Here
we would like to focus on so-called learner-centred education, some
of whose aspects have already come to life in some countries, e.g. the
United States of America (Harris & Cullen, 2008; McCombs, 2001). At
the end, we draw parallels between the concept of andragogy, learn-
er-centred education in mainstream education, and its role in ESL pre-
vention (see Figure 10).
187
individual) and pragmatic philosophy (the influence o f D ewey a nd
Lindeman and their emphasis on knowledge gained from experience
rather than formal authority) (Holton et al., 2001; Merriam & Caffarella,
1999). It first emerged in 1833 when the German educationalist Alexander
Kapp coined the term (Chan, 2010; Howard, 1993). It was further devel-
oped in 1926 when Lindeman extended the idea, yet it only gained rec-
ognition in 1959 when Knowles further explained the basic principles
of andragogy. He later characterised it as a model of assumptions about
adult learning and a conceptual framework that serves as a basis for an
emergent theory (Knowles, 1989). Today, Knowles’ andragogical theo-
ry is the best known and most acknowledged conception of adult edu-
cation and learning. Knowles (1980: p. 43) also defined andragogy as an
opposing concept in relation to pedagogy where he defined andrago-
gy as a learner-centred approach and pedagogy as a teacher-centred
approach. He stated that “andragogy is the art and science of helping
adults learn, in contrast to pedagogy as the art and science of teach-
ing children”. Although we can find d ifferent conceptions of andrago-
gy in the literature (andragogy as a theory, an autonomous science, a
discipline of pedagogy) (Klapan, 2002; Zmeyov, 1998), we can say that
in general it is an attempt to focus on the learner rather than the teach-
er. It provides an alternative to the methodology-centred instruction-
al design perspective (Holton, Swanson, & Naquin, 2001) and has great-
ly helped in understanding adults as learners. It is also clear that those
principles have been emerging in mainstream education over the last
few decades (Major & Palmer, 2006).
The aim of the article is to consider the use of andragogical knowl-
edge and practices in mainstream education in order to prevent ESL.
First, we will review the basic concepts and principles of andragogy
and present their practical implications in mainstream education. Here
we would like to focus on so-called learner-centred education, some
of whose aspects have already come to life in some countries, e.g. the
United States of America (Harris & Cullen, 2008; McCombs, 2001). At
the end, we draw parallels between the concept of andragogy, learn-
er-centred education in mainstream education, and its role in ESL pre-
vention (see Figure 10).
187
