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Abstracts
Towards the end of XXth century, the education suffered impressive
changes in its role, functions and meaning in the contemporary society
and in the life of an individual. These changes are own to the development
of socio-economic situation, human being, transmission technology of
information and sciences of education.
The main goal of education today is to provide an individual with a
multifaceted training and principally with knowledge and skills for creative activities, for adapting to the changes of the natural and social environment, or the «noosphere» (the term by V.I.Vernadskiy), and for permanent learning.
All theses changes of status of education are producing mainly because of rapid and potent development of adult education. Nowadays just
the adults need to increase constantly the level of their competence for
harmonise the anthroposphere of each one of them. The practice of adult
education, the researches of scientists from different countries convince
that the adult learning requires its own specific principles and technology.
These principles and technology are based on the theory of adult
learning named andragogy (term created by analogy to pedagogy from
Greek aner, andros — adult man, mature person + ago — I guide).
The fundamentals of the andragogy as a theory of adult learning, an andragogical model of learning were set in the 1970-1980s by M.S.Knowles,
an eminent American practitioner and theorist of adult education.
Andragogy consider the learner as a real subject of his\her learning
process. This situation changes the roles and functions both of the learner
and of the teacher. The learner in adult education is a self-directed, responsible person, the principal performer. The teacher in adult education
is primarily an expert in the learning technology and an organiser of the
co-operative activities with the learner.
Andragogy could be determined as the theory of adult learning that sets
scientific fundamentals of activities of the learners and the teachers concerning
265
the organisation, i.e. the planning, the realisation, the evaluation and the correction of adults’ learning.
Taking account of the particularities of adult learners mentioned above,
the specific roles and functions of learners and teachers in adult learning,
we could formulate the fundamental principles of adult learning as follows.
1. Preponderance of the self-directed learning. 2. Principle of the cooperative activities. 3. Experiential learning. 4. Individualisation of learning. 5. Systemic learning. 6. Contextual learning. 7. Actualisation of the
results of learning. 8. Elective learning. 9. Principle of the development of
educational needs. 10. Consciousness of learning.
The principles formulated above serve as the base of the technology of
adult learning which can be used in different educational situations and in
diverse domains of the educational service sphere.
Technology of adult education represents a system of operations, actions
and functions accomplished by learners and teachers on each of six stages
of the process of education: diagnostics, plan designing, conditioning, accomplishing, evaluation, and correction.
Operations on the stage of diagnostics: 1. Determination of educational
needs of learners. 2. Determination of volume and characters of vital experience (everyday, professional, social) of learners. 3. Revealing of physiological and socio-psychological characteristics of learners. 4. Revealing
of cognitive and learning styles of learners.
Actions on the stage of diagnostics: diagnostic tests, questionnaires,
talking, observation.
Operations and actions on the stage of plan designing: creation of an in-
dividual learning plan, or learning program, or learning contract determining objectives, strategy, tasks, contents, models, sources, means, methods,
forms of learning, essential stages, criteria, procedures and forms of evaluation of achievements of learners and of the process of education.
Operations and actions on the stage of conditioning: creation of favor-
able physical, psychological and educational conditions of learning.
Operations and actions on the stage of accomplishing: realisation of an
individual learning plan (program, contract).
Operations and actions on the stage of evaluation: Determination of a
real level of learner’s achievements, appreciation of the organisation of
learning process; determination of prospective educational needs of learners.
Operations and actions on the stage of correction: introduction of nec-
essary modifications in the process of education.
Functions of adult learner: 1. Participant of joint educational activi-
266
ties together with teacher. 2. Co-author of an individual learning program
(plan, contract). 3. Accomplisher of an individual learning program (plan,
contract). 4. Creator of necessary comfortable conditions of education.
Functions of adults’ teacher: 1. Expert on technology of adult educa-
tion. 2. Organiser of joint educational activities with learners. 3. Counselor, facilitator, guide of adult learners. 4. Co-author of an individual
learning program (plan, contract). 5. Creator of necessary comfortable
conditions of education. 6. Source of knowledge, abilities, skills and qualities.
Technology of adult education, i.e. realisation of mentioned above
operations, actions and functions of learners and teachers, based on the
andragogical principles and andragogical model of education is more appropriate to the learning of adults and contributes to the creative develop-
ment of both adult learners and adults’ educationists.
The training of adult educators is one of the essential problems in
the development of adult education. It requires the setting of scientific
foundations, the elaboration of teaching-learning aids and an intensive
practical work.
The scientific base of andragogical studies in Russia is a standard of
adult educators’ training. It represents adopted by the Ministry of Education
of Russia document which determines the main features of contents of
andragogical studies.
The andragogical standard determines skills, knowledge, abilities and
qualities required from an andragogue and a minimum of training matters
necessary and sufficient for a successful realisation of functions of an adult
educator.
Beside competencies common for all kind of educators the andragogue
must be a competent in psychology of adults, in psychology, theory and tech-
nology of adult learning. He must be conscious of his role of a facilitator
of adult learning and the leading role of an adult in the process of his/her
learning.
An andragogue must manage the technology of adult learning, the tech-
nology of self-directed learning and different techniques of teaching.
This specialist must have such qualities indispensable for the work
among adults as empathy, tolerance, communicability, discretion, organisational abilities.
Knowledge, abilities, skills and qualities mentioned above could be acquired by learning the matters recommended by the standard and grouped
in various blocks: that of general culture, medico-biologic, psychologopedagogical, and andragogical.
All these blocks of matters have been determined scientifically on the
bases of pedagogy, psychology and andragogy.
Professional requirements and matters contained in the standard form
a scientific paradigm of andragogical studies.
This adult educators’ training is based on the theory of andragogy and
implies the use of andragogical technology of learning.
267
268
Содержание
Предисловие .................................................................................................3
Введение ......................................................................................................5
Глава 1. Res studiorum (Дело обучения) ..........................................................7
Глава 2. Процесс обучения с точки зрения основных психологических теорий ...16
Глава 3. Образование в конце ХХ века: от «закрытого» к «открытому»
образованию ...............................................................................................25
Глава 4. Непрерывное образование — магистральный путь развития
образовательной сферы ...............................................................................40
Глава 5. Образование взрослых — ведущая сфера развития образования ......51
Глава 6. Возможности, особенности и условия обучения взрослого человека ....78
Глава 7. Пути становления андрагогики как самостоятельной науки ............86
Глава 8. Теоретические основы обучения взрослых ......................................95
8.1. Андрагогическая модель обучения ..............................................98
8.1.1. Развитие представлений об андрагогической модели
обучения ..........................................................................................99
8.1.2. Современная андрагогическая модель обучения ...............107
8.2. Андрагогические принципы обучения ......................................110
Глава 9. Технология обучения взрослых (понятия, структура, особенности) ...114
9.1. Технология обучения ..................................................................114
9.2. Понятия, труктура, основные особенности технологии
обучения взрослых.............................................................................123
Глава 10. Психолого-андрагогическая диагностика обучающихся ..............126
10.1. Задачи и особенности психолого-андрагогической
диагностики обучающихся................................................................126
10.2. Определение образовательных потребностей обучающегося ....128
10.3. Выявление объема и характера жизненного опыта
обучающегося ....................................................................................130
10.4. Выявление физиологических и психологических
особенностей обучающегося ............................................................132
10.5. Выявление когнитивного и учебного стилей обучающихся ...133
10.6. Технические действия обучающегося и обучающего
на этапе диагностики.........................................................................138
10.7. Функции обучающегося и обучающего на этапе
диагностики .......................................................................................139
269
Глава 11. Планирование процесса обучения ............................................... 140
11.1. Операции планирования. .........................................................141
11.2. Технические действия и функции обучающихся
и обучающих на этапе планирования ...............................................154
Глава 12. Создание условий реализации процесса обучения ........................155
12.1. Создание физических и психологических условий обучения....155
12.2. Создание благоприятных учебно-методических условий
обучения .............................................................................................158
12.3. Технические действия и функции обучающихся
и обучающих на этапе создания условий реализации процесса
обучения .............................................................................................165
Глава 13. Реализация процесса обучения ...................................................167
13.1. Операции реализации процесса обучения ...............................167
13.2. Технические действия по реализации процесса обучения .....169
13.3. Функции обучающихся и обучающих на этапе реализации
процесса обучения .............................................................................171
Глава 14. Оценивание процесса и результатов обучения. Коррекция
процесса обучения. ....................................................................................173
14.1. Операции оценивания процесса обучения ..............................173
14.2. Технические действия и функции обучающихся
и обучающих на этапе оценивания процесса обучения...................176
14.3. Коррекция процесса обучения .................................................177
Глава 15. Преимущества и условия применения технологии обучения
взрослых ...................................................................................................179
15.1. Преимущества технологии обучения взрослых .......................179
15.2. Условия применения технологии обучения взрослых ............182
Глава 16. Особенности деятельности специалистов-андрагогов ..................189
Глава 17. Основы подготовки специалистов-андрагогов ............................. 197
Заключение ..............................................................................................208
Приложение 1 ...........................................................................................213
Приложение 2 ...........................................................................................224
Терминологический словарь-справочник....................................................235
Предметный указатель .............................................................................. 242
Указатель имен .........................................................................................246
Литература ...............................................................................................248
Abstracts ...................................................................................................264
270
Contents
Preface..........................................................................................................3
Introduction ...................................................................................................5
Chapter 1. Res studiorum. (Learning affair) .......................................................7
Chapter 2. Learning process from the standpoint of psychological theories ..........16
Chapter 3. Education in the end of XXth century: from “closed” to “open” learning ...25
Chapter 4. Lifelong education — mainstream of educational development............40
Chapter 5. Adult education — advanced sector of education ...............................51
Chapter 6. Possibilities, specifics, conditions of adult learning ...........................78
Chapter 7. Ways of becoming andragogy as like an autonomous science ..............86
Chapter 8. Theoretical fundamentals of adult education ....................................95
8.1. Andragogical model of education .....................................................98
8.1.1. Developments of concept of andragogical model of education .....99
8.1.2. Modern concept of andragogical model of education ............107
8.2. Andragogical principles of education .............................................110
Chapter 9. Technology of adult education (Notions, structure, specifics) ...........114
9.1. Technology of learning ..................................................................114
9.2. Notions, structure, essential specifics of technology of adult education .123
Chapter 10. Psychologico-andragogical diagnostics of learners ........................126
10.1 Objectives and particularities of psychologico-andragogical
diagnostics of learners ..........................................................................126
10.2. Determination of educational needs of learners ............................ 128
10.3. Determination of volume and characters of vital experience
of learners ............................................................................................130
10.4. Revealing of physiological and socio-psychological characteristics
of learners ............................................................................................132
10.5 Revealing of cognitive and learning styles of learners .....................133
10.6. Technical actions of learner and teacher in diagnostics ................. 138
10.7. Functions of learner and teacher in diagnostics ............................139
Chapter 11. Plan designing of educational process .......................................... 140
11.1. Operations of plan designing ........................................................141
11.2. Technical actions of learners and teachers in plan designing .........154
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