The author examines research on andragogy and urges practitioners to examine the premises of scholarly discussion of the topic. In addition, he (1) explains why practitioners should examine researchers' premises, (2) reanalyzes the debate about andragogy, and (3) explores the implications for the application of research to practice. (CH)

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)

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)

Moral development is a part of the healthy adult personality that continues throughout one's life. Churches, as societal institutions, play a vital role in the development of moral reasoning in adults and religious educators can foster it through andragogical methods of learning and teaching. (JOW)

The author examines what teaching behavior is appropriate under what circumstances, andragogically based behavior or pedagogically based behavior? To examine this issue, a classification system based on the structure of the knowledge sought is proposed. (CT)

Discusses the sociology of adult education in the United States, different schools of sociological thought, the product versus creator issue, Knowles' pedagogy, "education from above" and "education of equals," and the difficulty of researching philosophy-based practice. (CT)

This article focuses upon recent research on educational orientation as measured on an andragogical-pedagogical scale, especially since some of the findings are not completely consistent with andragogical theory and/or beliefs. (CT)

This article brings Eduard Lindeman's contributions to adult education and andragogy into clearer focus and, in the process, delineates the specific contributions of Malcolm Knowles. Discusses introduction of the term "andragogy" to the United States, similarities in the theories of Lindeman and Knowles, and the unique contributions of…

The aim of this paper is to examine primary concerns related to the introduction of Knowles's and Rogers's theories of adult education. Comparison of andragogy and student-centered theories includes the following areas: overview, foundations, general goals, learning principles, and teaching and learning and is followed by a summary and…

To illustrate the application of the principles of andragogy to disabled adult learners, four populations are considered: the developmentally disabled, those who progress through public school special education programs, those who become disabled after graduation from high school, and those who become disabled in middle age or old age. (CT)

Teaching adults more effectively is a concern common to business, industry, professionals, and educators. An examination of research dealing with effective teaching shows that six functions can be identified and followed as steps in the instruction of adults: (1) review of previous learning and skills; (2) initial presentation of material through…