《The Journal of Technology Studies》.pdfVIP

50 ss s ss ee e ee ii i ii dd d dd uu u uu tt t tt SS S SS yy y yy gg g gg oo o oo ll l ll oo o oo nn n nn hh h hh cc c cc ee e ee TT T TT ff f ff oo o oo ll l ll aa a aa nn n nn rr r rr uu u uu oo o oo JJ J JJ ee e ee hh h hh TT T TT Pedagogy vs. Andragogy: A False Dichotomy Geraldine Holmes and Michele Abington-Cooper This article is not pointedly aimed at technology educa- educational framework for our adult learners? What will tion, but it addresses an issue that is becoming increas- we use to guide us in our actions in our treatment of adult ingly germane to educators working with nontraditional learners? Whose concept of an adult learner will we use students—a larger segment of the people we teach. CI According to Davenport and Davenport 1985 , the identification of what is unique about adult learning in What is an adult learner? Much of the literature on adult contrast to child or youth learning has been a long-stand- learning indicates that teachers teach adults differently ing effort in adult education. They reasoned that if this than pre-adults and that most of the contrasts are associ- difference could be identified, then the research territory ated with teachers’ perceptions of learner characteristics. of adult education could be based on these theoretical An awareness and acceptance of our values and an un- distinctions. derstanding of our personal philosophies are very impor- Before 1950, many educators assumed the same theo- tant before forming a working definition of what and who ries of learning and instruction worked for both adults an adult learner is to us. and children. Since formal education in the United States Age is the characteristic mentioned often when describ- has focused largely on those between ages 6 and 21, most ing an adult learner. Most educators assume that it is easy research before the mid-1960s centered on people in these to distinguish an adult learner from a younger learner – age groups. Many teachers of adul