Andragogy's Transition into the Future: Meta-Analysis of Andragogy and Its Search for a Measurable Instrument.

Abstract This article is a meta-analysis of the theory of andragogy and its search for a measurable instrument. The article explores three areas surrounding andragogy: (a) its concept and history, (b) its assumptions, and (c) its primary criticisms. In examining these three areas, a foundation is established for the creation of an instrument to provide measurable data on the assumptions put forth by Malcolm Knowles. Introduction The idea that adults learn differently than younger students has been well documented in literature. Two models appear in educational research to describe how individuals learn: andragogy and pedagogy. Andragogy derives from the Greek root -agogus - meaning leading. Andra translates as the word adult, which makes andragogy the art and science of teaching/leading adults (Knowles, 1980, p. 43), whereas peda or paid translates as child, which makes pedagogy the art and science of teaching children (Conner, 2004; Knowles, 1980). Unlike pedagogy, which has been around for thousands of years, andragogy emerged in the 1800s and then grew in popularity from 1960 to 2000 when Malcolm Knowles began to synthesize the concept. Knowles' writings on andragogy and adult transformed and energized the profession. It gave adult education a brand name and provided the community something new to discuss. Although andragogy is strongly recognized and guides practices, over the last decade, it has come under scrutiny of critics. The general criticism of andragogy is that it lacks the fundamental characteristics of a science because of the limited empirical evidence produced (Merriam, Caffarella, & Baumgartner, 2007; Pratt, 1993; Rachal, 2002). The literature on andragogy demonstrates the need to establish an instrument to provide measurable data, which would further strengthen the theory and allow for the assumptions to further guide adult education into the future. Purpose of Article The purpose of this article is to demonstrate the need to establish an instrument that provides measurable data concerning the Knowlesian assumptions of andragogy. This article intends to explore three areas surrounding andragogy: (a) its concept and history, (b) its assumptions, and (c) its primary criticisms. By examining these three areas, a foundation will be established for the creation of an instrument to provide measurable data on the assumptions put forth by Malcolm Knowles. Significance of This Research An integrative literature review is a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated (Torraco, 2005, p. 356). Since andragogy appears to lack a recent comprehensive meta-analysis, an integrative literature review is timely. Through this meta-analysis, the building blocks are laid to create the proposed instrument. How the Review Was Conducted The review began with seminal books on andragogy and pedagogy to gather insight on their history and evolution. This was followed by cross referencing the bibliographies in each. Articles and dissertations over the past 40 years on andragogy were then reviewed. This was followed by an extensive search through library databases, with terms such as andragogy, pedagogy, model, instrument, and test, which resulted in limited information regarding a model or instrument to test the assumptions to andragogy. The absence of a testable model suggests the need for a measurable instrument. Andragogy: What Is It and Where Did It Come From? Andragogy is the theory of adult that sets out the scientific fundamentals of the activities of learners and teachers in planning, realizing, evaluating, and correcting adult learning (Zmeyov, 1998, p. 106). Andragogy is referred to as learner-focused education, whereas pedagogy is referred to as teacher-focused education (Conner, 2004). …