A Psychological Critique of Knowles’ Andragogy as a Theory of Learning

Ian Moll

doi:10.4312/as/16396

Avtorji

Ian Moll Univerza Witwatersranda, Center za raziskovanje izobraževanja in dela, Johannesburg, Južna Afrika

DOI:

https://doi.org/10.4312/as/16396

Ključne besede:

andragogika, učenje, Malcolm Knowles, šolanje, neformalno izobraževanje

Povzetek

Teorija andragogike je imela skozi čas znaten vpliv na izobraževalce odraslih. Čeprav lahko glede na njene poudarke razlikujemo med severnoameriško in vzhodnoevropsko strujo, teorija sama izhaja iz psihološkega razlikovanja med načinom učenja odraslih in otrok. V članku opredelimo teorijo andragogike v okviru razmišljanja Malcolma Knowlesa, njenega najbolj vplivnega teoretika, nato pa kritično razmišljamo o andragogiki v odnosu do splošno vzpostavljenih teorij o učenju. Knowles trdi, da so odrasli psihološko nagnjeni k učenju, ki je »takojšnje«, na življenje osredotočeno učenje, medtem ko je učenje otrok »odloženo«, usmerjeno na prihodnost. Ko takšno razlikovanje primerjamo s splošno sprejetimi teorijami učenja, pa ugotovimo, da pravzaprav ni verodostojno, ampak je Knowlesova razcepitev na učenje odraslih in učenje otrok pravzaprav bližje razlikovanju med neformalnimi in formalnimi učnimi metodami ter da lahko na ta način bolje razmišljamo o tem, kar dela izobraževanje odraslih posebno in edinstveno, kot pa prek kakršnegakoli vpogleda, ki nam ga ponuja »andragogika«.

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