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)

The partnership of andragogy and feminism can work to bring about a paradigm change in learning and working communities. Just as adult education seeks to neutralize the verticality of teaching-learning relationships, feminism seeks to neutralize the verticality of gender relationships. (SK)

Evidence of the efficacy of andragogy is inconclusive and affected by definitional confusion. Analysis of research on andragogy yields seven criteria for an operational, consensus-based definition: voluntary participation, adult status, collaboratively determined objectives, performance-based assessment, measurement of satisfaction, appropriate…

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,…

Discusses the general nature of adult learning and six principles of effective practice for facilitating learning: (1) voluntary participation; (2) mutual respect; (3) collaborative spirit; (4) action and reflection; (5) critical reflection; and (6) self-direction. (45 references) (MES)

The author suggests that the growth of an androgogical'' approach in continuing education should be fostered; and that continuing education programs should be organized consonant with re-examined democratic ideals. (KP)

Develops a conceptual framework for determining the appropriateness of various methodologies. Concludes that educators should stop switching from one to another and recognize that the best methodology is contingent upon the circumstances. (Falmer Press, Falmer House, Barcombe, Nr Lewes, East Sussex, BN8 5DL, UK) (JOW)

Andragogy provides a framework for care and other aspects of the nurse-patient relationship. It is a humanistic process that values individuals and equalizes power between educators and students. (SK)

Examines the debate over andragogy, including Knowles' influences; criticisms of it as a theory of adult learning; and social, philosophical, and other weaknesses. Considers the impact of social structures in shaping individual freedom, contrasting it to the andragogical emphasis on the isolated, autonomous self-directed learner. (SK)

The author surveys the history of comparative adult education. He focuses on the Nordborg Conference of 1972 as a turning point, having raised the question of whether comparative adult education needed a different method of procedure. A review of recent literature and a discussion of contemporary problems are included. (Author/CH)

This article explores the influence of Grundtvig on U.S. adult education by summarizing the ideas of major adult education philosophers such as Lindeman and Knowles and the lifelong learning philosophy of Grundtvig. This analysis indicates that Grundtvig has been largely unread and unacknowledged, although his impact on Lindeman has indirectly…

Despite recent criticisms of andragogy and a shift toward critical pedagogy in the current sociopolitical climate, andragogy is supported by literature and research. The more central role it gives students in their own educational processes and its compatibility with the concept of care make it a suitable underpinning for nursing education. (SK)

Montessori's ideas contradict Knowles' statements about pedagogy but support his idea that andragogy may be appropriate for children in certain circumstances. If the concepts of child and adult are ignored, the theories of Knowles and Montessori sound similar. (SK)