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In defence of andragogy

F Milligan

    Nurse Education Today
    |February 1, 1995
    PubMed
    Summary

    This paper advocates for the continued use of andragogy in nursing education, arguing its principles align with modern educational goals. It addresses challenges from critical pedagogy and a return to traditional pedagogy, defending andragogy

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    Area of Science:

    • Nursing Education
    • Adult Learning Theory

    Background:

    • Contemporary nursing education faces challenges regarding terminology and pedagogical approaches.
    • The term andragogy has been questioned, with some advocating for critical pedagogy or a return to traditional pedagogy.
    • This paper responds to critiques questioning the relevance and viability of andragogy in nursing education.

    Purpose of the Study:

    • To support the continued use of andragogy in Project 2000 nurse education programs.
    • To demonstrate the consistency of andragogy's philosophy, methods, and research with contemporary nursing education.

    Main Methods:

    • Theoretical analysis and argumentation.
    • Literature review and response to existing critiques (e.g., Darbyshire, 1993).
    • Examination of socio-political influences on educational terminology.

    Main Results:

    • Andragogy's principles are found to be fully compatible with the aims and methods of current nurse education.
    • Challenges to andragogy are linked to broader societal shifts and attempts to increase educator control.
    • The critique of andragogy is presented as a response to wider trends rather than an inherent flaw in the theory.

    Conclusions:

    • Andragogy remains a relevant and valuable framework for Project 2000 nurse education.
    • The philosophical underpinnings and practical applications of andragogy align with modern nursing education.
    • Continued use of andragogy is recommended, despite contemporary pressures for alternative or traditional approaches.

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