Origin of adult education.

The basic integration on adult education began in Europe and the United States.
united of North America quite late compared to its equivalent
in the field of education for children and youth. It was only at the end of the years
fifty when the efforts of systematization, articulation, and dissemination begin
specific theories about adult human learning, as well as strategies
and methods capable of being expressed in terms of a didactics for learning
adult. And it is from these proposals that the term andragogy takes shape.
importance. Its first appearance dates back to 1833 and was coined by the master
German Alexander Kapp. Since its use is not widespread, it falls into oblivion, but
later Eugen Rosemback, in the early 20th century, resumes the term to
to refer to the set of curricular elements specific to adult education,
as they are: teachers, methods, and philosophy.

Another prominent author in this field is Knowles (1970), considered the father of the
adult education to develop a more comprehensive theory of andragogy that is
considers the art and science of helping adults learn. For his part, Bernard
(1985) sees andragogy as a defined discipline, both a science and an art; a
science that deals with historical, philosophical, psychological, and organizational aspects
of adult education; an art practiced in a social practice that is evidenced
thanks to all the educational activities organized especially for the
adult, from all human components, that is, as a psychological entity,
biological and social.

Andragogy provides the opportunity for the adult who decides to learn,
actively participate in their own learning and get involved in the planning,
programming, execution, and evaluation of educational activities under conditions of
equality with their fellow participants and with the facilitator. In this sense, it is important.
of relevance is the work of Félix Adams, a Venezuelan educator trained in Cuba in the
1940s and founder of the Inter-American University of Education
Distance. It is also important to refer to the work of the Cuban researcher.
Ramón Canfux, who has developed interesting research and contributions in
adult education matter in our country.

As a result of the growth of the elderly population

notorious as a response to numerous factors that have come together to support
a greater life expectancy, the United Nations has considered, through various
organizations, develop general policies that directly benefit the
living conditions of these people. The plans and programs are highlighted
undertaken globally by UNESCO in the area of culture and education, and
those developed by the World Health Organization (WHO), which have implemented
special emphasis on preventive health, for the benefit of a higher quality of life.

Andragogy (ofGreekman "hombre" and agogé "guide" or "conduct" is the set of techniques
of teaching aimed at educating adults.[1]. Theandragogy is also considered the
science that helps organize the knowledge of adults.
It is currently considered that theeducationit's not just a matter ofchildrenyteenagersbut the
adults are also part of thepermanent education[2]. EThe educational fact is a process that acts
about the human throughout their life, because their nature allows them to continue
learning throughout their life regardless of their agechronological.
Bernard (1985) sees Andragogy as a discipline defined simultaneously as a science and
as an art; a science that deals with historical, philosophical, sociological, psychological aspects and
organizational aspects of adult education; an art practiced in a social practice that is evidenced
thanks to all the educational activities organized especially for adults.

Index

OrígenesEdit
Alexander Kapp, a teacherGerman, used the term andragogy for the first time in1833when referring to
the school ofPlato.
Eduard C. Lindemanis another of the great figures in the generation of concepts in adult education
and in the formation of thought in informal education. He was the first American to introduce this
term in two of his books.
Lindeman identifies from a systemic approach a scheme with what he assumes are the keys to
adult learning:

The adult is motivated to learn when they have needs.

The orientation for learning is centered on life.
He has a need to self-direct deeply.
Individual differences increase with age.

Malcolm Knowles(1913-1997), is considered the father of adult education. He introduced the theory of
Andragogy as the art and science of helping adults learn. It was considered that adults need
be active participants in their own learning.Knowlesit was stated that adults learn in a way
different from children and that trainers in their role as facilitators of learning should use a process
different to make it easier. In his work The Modern Practice of Adult Education: Andragogy against
Pedagogy1970, presented its Andragogical Model.
In the field of Continuing Education and the so-called Lifelong Learning (seeEducation),
Andragogy had a great influence in the decades of the80y90, mainly in the related environments
with Open and Distance Education (see wiki_)ead(broken linkavailable inInternet Archive; see
thehistoryand thelatest version).), integrating the contributions of thePsychologyand thePedagogy.
Principles
It should be noted that Andragogy is based on three
principios. (Félix Adam), namely:
Participation
Participation is required as the student is not just a mere receiver, but is capable of interacting with
his peers, exchanging experiences that help in the better assimilation of knowledge. That is to say, the
participating students can make decisions together with other participating students and act with
these in the execution of a job or an assigned taska[3].
Horizontalidad
Horizontality is manifested when the facilitator and the student have similar qualitative characteristics.
(adulthood and experience). The difference is made by the quantitative characteristics (different development of the
observable behavior.

Flexibility
It is understandable that adults, having an educational-formative load, filled with previous experiences and burdens
familial or economic, need learning periods that are in line with their abilities and skills.

Characteristics
 Knowles' theory establishes six assumptions related to motivation in adult learning:

1. Need to know. Adults need to understand the reason for learning something.
2. Self-concept of the individual. Adults need to be responsible for their decisions in terms of
education, and getting involved in the planning and evaluation of their instruction.

3. Previous experience. (including error) provides the basis for learning activities.
4. Readiness to learn. Adults are more interested in learning topics that are relevant.
immediate with their work or their personal life.
5. Guidance for learning. Adult learning is centered on the problematic situation, more
that in the contents.
6. Motivation to learn. Adults respond better to internal motivators than to external motivators.

In Colombia, Carlos Vasco reedited the concept in the sense of the need to include adults in the
education. Felipe Garcés insists that the concept of Andragogy is not suitable because it only refers to
the males. Garcés proposes the concept of Anthropogogy, since this word refers to the Greek (Ανθροπος,
'antropos', which refers to humanity and not just to the male.

Ernesto Yturralde Tagle, in opposition to the term change mentioned by Garcés, states that
Andragogy is the appropriate term, as it conceptually refers to man as synonymous with human being. Yturralde
it holds that Andragogy is 'the science and art of permanently instructing and educating the human being, in
any period of their psychobiological development and based on their natural, ergonomic, and social life
Félix Adam will propose in 1977.

Carlos Wagner, Ecuadorian facilitator, defines Andragogy as the systematic process of learning.
cognitive, meaningful, and emotional of an adult for personal benefit and for the company where they work.

The supports of Andragogy in the activities of beinghumanare countless. There are authors who
they mention it as a strategy to consider in the university teaching process and, of course, in the
processes oftrainingin companies, due to their particularity of first understanding the needs of the
participants in a teaching-learning process and then take them into account when designing the
contents and the interaction strategies Teacher-Student-Contents.
Achievements
Personal: Facing new challenges necessarily implies a synergy of focused efforts.
in effectively achieving the set goal. Once the results are obtained, the experiences are enriched.
of learning. Indication of the strong fulfillment of a Life Project.

Professional: The acquisition of new skills and abilities represents a way to improve.
effectively the job performance in various areas of knowledge; strengthening the creative spirit and
innovative in favor of achieving effective results.

The main characteristic is horizontality, meaning that the facilitator and the participant have the same
conditions, both have knowledge; ability to be critical and to analyze the provided content and
understand them; they can participate without complications; they are aware of their duties, rights and
Responsibilities; they can engage in a debate using an established criterion since each one
of the participants have the necessary maturity.

For Andragogy to take place in the adult person, it is necessary to consider whether they are illiterate or not, because
In Andragogy, when speaking of an adult, it is understood as a university student, a professional, someone with
certain level of education.

The adult subject of Andragogy can be:

1. A person who lives and acts in society without the guidance of others, that is, lives on their own.
responsibility.citation
[
needed]
A rational being who has also reached maturity, who can be educated as long as they have a minimum of
higher brain faculties.citation needed] [
Andragogy is considered the discipline that deals with the education and learning of adults.
difference of the pedagogy applied to the education of the child. The Andragogue is the guide, the facilitator who
plans, manages, and directs. As methodological strategies, it uses teaching, learning, and
self-learning. As both the facilitator and the participant are adults, they share experiences.

pedagogy

The word comes from the Greek παιδαγωγέω (paidagōgeō); in which παῖς(gen.paidós) means 'child'
yágō (ágō) means 'to guide', that is, 'to lead the child'. In ancient Greece, the pedagogue was the slave responsible for
accompany the child until thelecturethe "didaskaleía":
When schools were founded in Classical Greece (...) the figure of the pedagogue was created, the servant, often a slave.
of the times when I had the task of taking the children to (...) the didaskalos school. [Its] content (...) was
ladidajé, purely formal education, which is why the educator took on the role over time.
from the civic and moral education of children, so that since classical times we have a clear understanding
that when we are talking about didactics we are talking about teaching and when we talk about pedagogy
we are talking about education”[1]
From the Greek word παιδαγωγέω, later Latinized as pedagogo, subsequently comes the current word.
castellanapedante with the meaning of one with some little or feigned knowledge, who usually
to charlatan or be an intellectual pretender (that is, someone or something that appears to be intellectual) and tends to fascinate
ignorant and childish people (for example, pretending to be "knowledgeable" in front of people whose mindset is
child, paidoso pueriles), for this reason it is important to distinguish the word pedagogue from its derivative
pejoratively pedantic
This word, pedantry, originates from educators, who, by following noble children closely,
Italian-speaking authorities. These men, due to their continuous habit of commanding children, affect such
authority that (...) holds it with voice, gesture and expression itself. And since they are barely instructed
slightly, or not even slightly in human letters or in philosophy, imbue the mind in such a way
extremely inept opinions that totally corrupt judgment (...): even more so (...) they frequently also imprint the
the same defects in those to whose education they are devoted. From this comes the unbearable pedantry,
this is a general ineptitude of judgment: which, like a plague of the fine arts, slides into all
directions for the ruin of adolescents and contaminates both human lyrics and the more serious ones
disciplines.5