ANDRAGOGY AND PEDAGOGY: A COMPARISON USING A PARALLEL PAIRS MODEL.

Abstract

The purpose of this study was to determine if andragogy (adult education) and pedagogy (youth education) are separate disciplines demanding specialized training as many educators contend. Feedback from 12 of the largest school districts in the United States and 12 Fortune 500 industries concerning their educational philosophies, purposes, teaching methodologies and evaluation techniques was used as the basis for comparison. The study addressed three major questions: Question 1. Can a model be developed to determine if there are differences between andragogy and pedagogy? Response. A parallel pairs model can facilitate comparisons between the categories of andragogy and pedagogy and among the variables of philosophy, purpose, teaching methodology and evaluation technique. Question 2. Do "training" (business) and "education" (public school) programs use different philosophical biases, purposes, teaching methodologies and evaluation techniques? Response. It appears from the data collected that there is a great deal of similarity between schools and businesses concerning philosophy, purpose, methodology and evaluation. The conditions that authors contend separate adult students and children, such as experience, discipline, and application of learning, may exist but apparently have little impact on the actual teaching process as practiced by schools and businesses today. Question 3. What are the implications of the findings on teacher training and education program development? Response. The data indicate that a teacher could make the transition from public school teaching to industry and vice versa as both of these institutions share the same basic philosophies, purposes, teaching methodologies and evaluation techniques. The differences are greater within the institution itself, depending on the type of educational program in which the student is engaged, rather than between the institutions. Therefore, public school educators and industrial trainers should be encouraged to work more closely together, sharing their expertise for the benefit of both institutions.