A Productive Decade of Andragogy's History and Philosophy

In Assessing and Evaluating Adult Learning in Career and Technical Education. Wang, V. [Ed]. Zhejiang University Press, Hangzhou, China, 2009.With the foundation of andragogy having been laid, there was a serious attempt at investigating its value. Some felt that a broad scope was established in the practice to support growth in learners, with any mention ofadult learning needing to include andragogy. Others perceived that andragogy produced unproductive debates along a binary path, with its being too caught up in individualization, the politics of exclusion, conformity, and de-contextualizing adult learning. However, some research revealed numerous dimensions ofandragogy. The connection with distance learning became very strong and solid. New applications ofandragogy were spawned into foreign language learning, internet learning, validation ofthe adult instructor's perspective, the public school, emotional intelligence, and an interlinking with brain research. The long
range projection ofandragogy saw a strong resurgence in numerous research papers being putforward through conferences and publications with the world-wide foundation being established by thorough documentation ofthe materials. Savicevic looks far into the future and credits Knowles with a meritorious place in the advancement of andragogy. Many new applications over an extensive period oftime were increasing.