In the conceptual debate over the appropriate methods for adult learning, both those who think learning only occurs at the feet of the master and those who think that adults should be totally self-directed are right to an extent. A balance is needed, considering the age, leaning style, and desired outcomes of the student. (JOW)

The author discusses observations about adult education drawn from his experience as an adult educator. Topics covered include (1) aims and objectives, (2) planning and organization, (3) relationship between teacher and learner and teaching and learning, and (4) motivation. (CH)

Andragogy and self-directed learning were early attempts to define adult education as a unique field of practice. Both have been criticized for focusing on individual learners while ignoring sociohistorical context. Both continue to contribute to adult education theory and practice. (Contains 44 references.) (SK)

The purpose of this article is to provide researchers and, in particular, practitioner-scholars of e-learning curricular designs and instructors with one conceptual model that supports more involvement and interaction within on-line courses. The "On-line Curriculum Interaction Model" posited by the author is informed by the foundational…

Beulah Heights University, a predominately African-American institution, specializes in reaching the adult student of average age 38. Most of these students have 9-to-5 jobs as well as family and church responsibilities. Seated in the classroom, there are pastors, teachers, church administrators, health care workers, salespersons, bank tellers,…

An explication of the classical approach versus the phenomenological approach to the issue of andragogy, viewed in the above approaches as "an illusion which represents more jargon in the lexicon of educationese" (classical) or as "a significant contribution to philosophical discourse about adult education" (phenomenological).

Considers strategies to improve problem solving, especially at stages where roadblocks are likely to occur and which may account for problems experienced with andragogy. Following a brief look at the implications of adult developmental theory for andragogy, this article examines "lateral thinking" as one way to increase the effectiveness…

The author provides a brief overview of the history and assumptions of andragogy. He reviews the literature base detailing the nature of the andragogy debate and advances a revised definition of andragogy aimed at moving adult education from the morass to a higher conceptual ground. (CH)

It is time to practice sound principles of human resources development in learning environments and to promote a cooperative, creative, collaboative, and participative leadership style in education as well as in industry, business, and government. (JOW)

Suggests that andragogical practice should acknowledge and accept of its learners both self-directedness and its obverse, dependency; both can be viewed as phenomenological expressions of a specific, context-bound, and limited situation. Compares andragogy and pedagogy. (JOW)

The author states that agencies must switch from pedagogical methodology to an andragogically based training operation. This switch will require a major re-education of training staff, but he argues that it is only through adult learning techniques that key personnel will become involved in development programs. (Author/CH)

Addresses issues which affect the possibility of successful teaching in the correctional setting, including the teacher's concept of the inmate student as an adult, adaption of teaching methods suitable to the penal environment, and the expansion of curriculum to help students develop adult behavior. (NRJ)

Andragogy's concern with process is at odds with the competence movement's emphasis on outcomes. Accreditation of prior learning, a system of assessing and certifying competence acquired through experience, has some similarities with andragogy. Learner reflection and identification of learning in many different contexts can bridge the gap. (SK)

Professionals must take responsibility for lifelong commitment to their professional development, viewing practice as a learning laboratory, conducting action research, reflecting critically, and using other self-evaluation strategies. (SK)

Adults have different power relationships with the "teacher" and bring into educational settings varied experiences. They should be encouraged to develop as self-directed learners, which requires certain personal characteristics, a conducive environment, development of self-direction skills, and facilitation. (SK)