Hesitation Concerning Andragogy Continues

Introduction

Hesitations regarding andragogy finds Bellaire’s (2005) recommendation for a combination of pedagogical and andragogical teaching methodologies to encourage the emergent adult learner to become an effective self-directed learner. Sandlin (2005) critiques andragogy’s prominence from three contrasting-trends in adult education: africentric, feminist and critical. Stanton (2005) validates congruence between andragogy and self-directed learning through an almost perfect ‘bell-shaped’ facilitator measurement. Isenberg (2005) developed and tested ‘Virtual Health Coach’ internet program that successfully combines andragogy principles with Instructional Technology regarding smoking cessation and weight loss. Stricker’s (2005) study on the comparison of understanding an implementation of andragogy between K-12 principals and teachers is: Principals would benefit from gaining understanding and implementing andragogy in their administrative practices; and, teachers would benefit from understanding and implementing self-directed learning by taking responsibility for their own continuing lifelong learning. Reischmann (2005) insists andragogy is the science of lifelong/life-wide learning and adult education as the practice of education/learning of adults. However, Biao’s (2005) twenty-five year Nigerian study supports only andragogically prepared facilitators be allowed to teach andragogy. Savicevic (2006) observed that since his initial 1966 USA visit to his 2006 visit, there had not been one single serious study in adult education/learning that did not refer to andragogy as a conception. Bellamio (2006) translated Knowles’ 1990 edition of The Adult Learner, into Italian. This action helped Italian HRD professionals take responsibility for improving their sphere of influence within their corporations. Savicevic’s (2006) perception is that Knowles’ contribution in andragogy will place him meritoriously in the development of this scientific discipline.