Some Foundational Aspects of Andragogy's History

Introduction

This decade presents a clash of forces for and against Andragogy. Savicevic (1991) provided some foundations of andragogical concepts stemming from ten European countries. The comparison of these showed common roots in which he aligned himself with establishing the origin and development of andragogy as a discipline focused on adult learning and education in all its forms of expression. Pratt (1993) perceived andragogy as lacking what he seemed to view as fulfilling a promise of being a panacea for adult education. Knowles (1995) clearly articulates in one place his six assumptions and eight process elements of andragogy. Welton (1995) leveled a most vigorous accusation against Knowles and andragogy that declares their abandonment of adult education’s once vital role in fostering democratic social action. However, Houle (1996) claimed that Knowles’ andragogy remains the most learner-centered patterns of adult education programming. Billington (1998) found that presence of the andragogical process of SDL helped learners grow. Nonetheless, the absence of it, contributed to learners regressing. Draper (1998) researched the metamorphosis of andragogy as humane treatment of adult learners, Baden (1998) applied andragogy to successfully administer twenty-seven associations. Savicevic (1999b) speculated that Knowles made a number of mistakes on andragogy, so considered him inconsistent. Johnson (2000) asserted that andragogy could qualify as a theory or emergent theory of adult learning.