Andragogy
In contrast to pedagogy, or the teaching of children, andragogy is based on a humanistic conception of self-directed and autonomous learners where teachers are defined as facilitators of learning.
In the literature where adult learning theory is often identified as a principle or an assumption, there are a variety of different approaches and theories that are also evolving in view of evolving higher education instruction, workplace training, new technology and online learning (Omoregie, 2021).
Knowles collected ideas about a theory of adult education from the end of World War II until he was introduced to the term "androgogy".
"Andragogy" was, from 1970 on, connected with emerging academic and professional institutions, publications, or programs, triggered by a similar growth of adult education in practice and theory as in the United States.
Also, Prague University has a Katedra Andragogiky (Andragogical Department); in 1993, Slovenia's Andragoski Center Republike Slovenije (Slovenian Republic Andragogy Center) was founded with the journal Andragoska Spoznanja; in 1995, Bamberg University (Germany) named a Lehrstuhl Andragogik (Androgogy Chair).
On this formal level "above practice" and specific approaches, the term "andragogy" could be used relating to all types of theories, for reflection, analysis, training, in person-oriented programs, or human resource development.
It refers to the academic discipline(s) within university programs that focus on the education of adults; andragogy exists today worldwide.
The term refers to a new type of education which was not qualified by missions and visions, but by academic learning including: reflection, critique, and historical analyses.
[13][14] New learning resources and approaches are identified, such as finding that using collaborative tools like a wiki can encourage learners to become more self-directed, thereby enriching the classroom environment.
Andragologists have received a doctoral degree from an accredited university in Education (EdD) or a Philosophy (PhD) and focused their dissertation utilizing andragogy as a main component of their theoretical framework.
Knowles (1980) summarized the key characteristics of andragogy in this model: 1) independency or self-directedness 2) using past experiences to construct learning, 3) association with readiness to learn, and 4) changing education perspectives from subject-centered one to performance centered perspectives.
Jarvis even implies that andragogy would be more the result of an ideology than a scientific contribution to the comprehension of the learning processes.
[23][24] Knowles himself mentions that andragogy is a "model of assumptions about learning or a conceptual framework that serves as a basis for an emergent theory.
