Kristinka Ovesni (kovesni@EUnet.yu)
Fri, 25 Jun 1999 20:50:53 +0200
Date: Fri, 25 Jun 1999 20:50:53 +0200 From: Kristinka Ovesni <kovesni@EUnet.yu> Subject: Andragogy as integral part of educational sciences
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Prof. Dusan Savicevic (who influenced on M. Knowles about term andragogy) in his detailed
study CONTEMPORARY CONCEPTIONS OF ANDRAGOGY (Prosveta, Belgrade, 1991, p.237-241) claim that
"Comparative research has shown that there is no good reason to proclaim pedagogy a general
science dealing with education.... Pedagogy has been and still is a science dealing with the
education and bringing-up of children or a science dealing with the bringing up and education
of the young generations. The thesis that andragogy originated from pedagogy can be denied by
valid facts. .. Historical and comparative research shows that the roots of andragogy are
much deeper than certain contemporary authors maintain. The whole nineteenth century can be
described as the time of preparation for the appearance of andragogy as scientific
discipline...Ideas regarding andragogy first appeared in Germany (Kapp, 1833) in the early
nineteenth century and influenced other countries..."
Prof. Dusan Savicevic defined andragogy as "science dealing with the education and learning
of adults in all of their aspects...Other terms appeared in professional literature: the
pedagogy of adults, adult pedagogy, the theory of educating adults, or simply adult
education. The shortcomings of these terms are underscored in their comparison with the term
expression of the name for this scientific descipline. It studies social, philosophical and
teaching bases of education and teaching adults, no matter whether the process is takin place
in formal or informal aspects of through self-education and independent study. Andragogy
with the subject it studies, satisfies aal those criteria which must be fulfilled for the
constitution of any science. It has developed its own scientific structure made up of system
of sub-disciplines. The process of differentiation has taken place within andragogy and this
process is natural and positive. The basic criterion for the certain sub-disciplines to gain
independence is an adequate sum of knowledge which is achieved through research.
In order that andragogy be scientificaly-established, it is imperative that it rids itself of
its slavery to other sciences. This can be achived through valid historical, theoretical and
empirical research. By borrowing knowledge from other sciences, andragogy cannot attain its
independence. Andragogy is to generate its own knowledge and to be able to offer something to
other science in "scientific cooperation". Andragogy does not belong to any other science no
matter what that other science is called. It is simply an integral part of a family of
sciences atudying education and is neither superior nor subordinate to any other science.
Andragogy thus retains its independence form other sciences."
In that way we can discuss about "On-line education only as alternative model of adult
education (not about andragogy as possible On-line model of adult education) in the optic of
the holistic conception of media literacy -- learning about media through media" (Ovesni, K.
, Samurovic, S. Alternative models of Adult Education, Andragoske studije, Vol 4, No. 2,
1997, pp.111-126) that is in accordance with the attitudes of the Fifth UNESCO International
Conference on Adult Education about the spreading the networks of new information and
communication technologies.
Kristinka Ovesni
Department of Pedagogy and Andragogy
Faculty of Philosophy
Cika Ljubina 18-20
11000 Belgrade
Yugoslavia
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