Strengthening the Practice and Research Foundation of Andragogy Amidst Some Growing Controversy and Resistance to It

Introduction

This decade garnered points for and against andragogy with help toward providing a firm foundation for andragogy. Zemke and Zemke (1981) believed there were 30 ideas/concepts and techniques that can give insight and strong practical focus to help accomplish the job of adult andragogy and self-directed learning. Brockett (1983a) substantiated that andragogy was used to help hard-to-reach adults become more self-directed to improve their lives. In contrast, Hartree (1984) and Jarvis (1984) thought Knowles’ andragogy didn’t live up to its promise, losing much of its appeal. Not to be deterred, Knowles (1984b) documented applying andragogy in 33 institutions across seven organizational categories. Young (1985) viewed European andragogy as being more comprehensive than American andragogy. Although Brookfield (1986) opined that andragogy was not a proven theory, Taylor (1986) from Canada, offered very strong, research evidence on how andragogy helped transition andragogical self-directed learning into transforming the traditional classroom. Feuer and Gaber (1988) shook the world with claims that in human resource development (HRD) adults learn differently from children. Henschke’s (1989) Andragogical Instructor Perspectives Inventory research showed “teacher trust of learners” – comprising 11 solid elements – as the strongest factor in andragogy. Finally, Knowles’ (1991) dream of andragogical lifelong learning focuses its strength on “getting in touch with curiosities,”