CC BY
13DOI: https://doi.org/10.24412/cl-36892-2024-27-203-214
Pages: 203-214
SUSTAINABLE DEVELOPMENT: INITIATIVES OF WOMEN IN SCIENCE AND BUSINESS
4th INTERNATIONAL CONFERENCE
ANDRAGOGIYA ORQALI AYOLLARNING IMKONIYATLARINI KENGAYTIRISH: INTEGRATIV YONDASHUV
Dilfuza A. Guzarova
Ph.D, tadqiqotchi, Jahon mehnat resurslarini rivojlantirish, HRD o'rinbosari
Gyeongsang milliy universiteti Janubiy Koreya
MAQOLA HAQIDA_
Annotatsiya: So'nggi o'n yillarda kattalar ta'limi sohasi sezilarli o'zgarishlar amalga oshirilyapti, andragogiya kattalar ta'limini tushunish uchun asosiy asos sifatida paydo bo'ldi. Dastlab Malkolm Noulz tomonidan ishlab chiqilgan Andragogiya o'z-o'zini boshqarish va o'quvchilar tajribasini ta'lim amaliyotiga kiritish muhimligini ta'kidladi. Ushbu maqola andragogiya va gender tenglikni o'rganadi, ta'lim va kasbiy sharoitlarda ayollarning imkoniyatlarini kengaytirish uchun andragogik tamoyillardan foydalanish mumkin bo'lgan noyob usullarni ta'kidlaydi. Ushbu maqolaning asosiy maqsadi ayollarning ta'lim va kasbiy rivojlanishi kontekstida andragogik tamoyillarni qo'llashni o'rganishdir. Nazariy asoslarni, amaliy qo'llanmalarni va amaliy tadqiqotlarni o'rganish orqali ushbu maqola andragogik yondashuvlar gender tengligiga qanday hissa qo'shishi va kattalar ayol o'quvchilarning o'rganish tajribasini oshirishi mumkinligini tushuntirishga qaratilgan._
EMPOWERING WOMEN THROUGH ANDRAGOGY: AN INTEGRATIVE
APPROACH
Dilfuza A. Guzarova
Ph.D, researcher, World Manpower Development, HRD deputy Gyeongsang National university South Korea
ABOUT ATRICLE_
Key words: education, Abstract: In recent decades, the field of adult
integrative, women, andragogy. education has undergone significant transformation, with
andragogy emerging as a pivotal framework for understanding adult learning. Andragogy, initially _conceptualized by Malcolm Knowles, underscores the
Kalit so'zlar: ta'lim, integrative, ayollar,
andragogiya.
importance of self-directed learning and the incorporation of learners' experiences into educational practices. This article delves into the intersection of andragogy and gender, highlighting the unique ways in which andragogical principles can be leveraged to empower women in educational and professional settings. The primary aim of this article is to explore the application of andragogical principles in the context of women's education and professional development. By examining theoretical underpinnings, practical applications, and case studies, this paper seeks to elucidate how andragogical approaches can contribute to gender equality and enhance the learning experiences of adult _women learners._
РАСШИРЕНИЕ ПРАВ И ВОЗМОЖНОСТЕЙ ЖЕНЩИН ПОСРЕДСТВОМ АНДРАГОГИКИ: ИНТЕГРАТИВНЫЙ ПОДХОД
Дильфуза А. Гузарова
Доктор философии, научный сотрудник World Manpower Development, заместитель
правозащитника Кёнсанский национальный университет Южная Корея
_О СТАТЬЕ_
Ключевые слова: Аннотация: В последние десятилетия область
образование, интегратив, образования взрослых претерпела значительные женщины, андрагогика. изменения, при этом андрагогика выступила в качестве
ключевого фреймворка для понимания обучения взрослых. Андрагогика, первоначально концептуализированная Малькольмом Ноулзом, подчеркивает важность самоуправляемого обучения и интеграции опыта обучающихся в образовательные практики. Эта статья углубляется в пересечение андрагогики и гендера, выделяя уникальные способы, которыми принципы андрагогики могут быть использованы для расширения возможностей женщин в образовательных и профессиональных настройках. Основная цель этой статьи - исследовать применение принципов андрагогики в контексте образования женщин и профессионального развития. Анализируя теоретические основы, практические приложения и кейс-стадии, эта работа стремится прояснить, как андрагогические подходы могут способствовать гендерному равенству и улучшить образовательный _опыт взрослых женщин-учащихся._
1. The Concept of Andragogy
Adult lifelong education fundamentally refers to all forms of educational activities specifically targeting adults, based on the criteria of the education recipients. Therefore, the primary target of education is adults, and the methods encompass both formal and informal
education. The concept of lifelong education includes continuous education activities after adulthood, and educational activities for adults in various regular schools are also significantly considered as adult lifelong education. This is based on the "Lifelong Education Act," Article 2, promulgated on August 31, 1999, which defines lifelong education as "all forms of organized educational activities excluding school education," and thus all organized educational activities exclusively targeting adults can reasonably be defined as adult lifelong education.
The concept of 'Adult Lifelong Education,' based on adult education and lifelong education, is defined as "a comprehensive educational process for adults that provides systematic and organized educational programs through all forms of formal, informal, and non-formal educational activities, allowing adults to participate in these programs to accumulate knowledge, enhance abilities, and renew personal growth and social competencies."
Considering lifelong education as a principle that supports and promotes learning activities for all citizens, attention must be paid to learning activities targeting adults, which have been neglected thus far. Research should be conducted on adult lifelong education practices taking place in the non-institutionalized spaces of everyday life, differentiating from research in early childhood, primary, and secondary education in sociological, psychological, and cultural aspects.
Adult lifelong education should evolve from education activities focusing on existential, social, cultural, and structural aspects to being oriented towards the real and practical aspects centered around individual adults, transforming into a marketable field of study (Sung-hee Han, 1997). The adult education activities that have been practiced relying on simple facilities, instructors, and teaching materials should undergo a paradigm shift to recognize the entire human living world as a learning space. Moreover, adult lifelong education should be practiced based on multidisciplinary and interdisciplinary research, presupposing that each individual can improve their life within their living world and manifest internal behavioral changes. Thus, adult lifelong education should be a holistic learning program that not only enhances the abilities and enriches the knowledge of adults recognized as adults or elders in their societies but also allows them to renew or transition their technical and professional qualifications to meet their own and society's needs.
Adult lifelong education is now emerging as a common language in the international community, transcending individual learning needs. The G-8 summit held in June 1999 adopted adult education as an international common language beyond national conflicts and interests, and the G-8 countries agreed to play a leading role in the development of adult education. This was a new milestone in the history of adult education. In the 21st-century knowledge-based society, adult education, in any form, declared as an international lingua franca, should be re-evaluated
by all of us and by nations as a foundational capital of society that facilitates the mobility of knowledge between countries.
2. Basic Assumptions of Andragogical Learning
The concept of andragogy, inseparable from Malcolm Knowles, is introduced in his work "The Modern Practice of Adult Education." Here, andragogy is proposed as a concept corresponding to pedagogy, the science and art of educating children. Andragogy distinguishes itself by focusing on the unique principles and processes of adult learning, as opposed to child learning.
Historically, discussions on education have been centered on effectively delivering knowledge and skills to children who are in stages of physical and cognitive development. Educational approaches for child learners have been based on predefined knowledge and skills determined by educators. The role of educators has been to guide children towards efficient acquisition of these skills, focusing on systematically mastering basic abilities like reading, writing, and arithmetic, led by adults who are already proficient in these areas.
The acquisition of various capabilities necessary for children to live fully in their societies is considered essential, with schools being the accredited institutions responsible for this education. Therefore, the intense focus on education during childhood, viewed as a preparation period for the future, has been a natural perspective. Adulthood has been traditionally seen as a period primarily for applying the knowledge learned in childhood.
However, with the advancement of medical technology and the expansion of social support services, human lifespans have lengthened, and concurrently, the pace of societal change has accelerated, leading to a shorter half-life of knowledge. In the past, the rate of societal change was not as rapid, and individual lifespans were relatively shorter compared to today. Therefore, the content learned during childhood was sufficient for adult life, and there was not much need for new knowledge or skills due to societal changes throughout one's lifetime. However, as individual life expectancy and survival periods have increased, the likelihood of encountering societal changes has also risen, making it difficult to lead a stable social life solely based on the education received in childhood. As a result, the effort to adapt to new changes has inevitably become emphasized even in adulthood.
For instance, in the Joseon Dynasty, the knowledge and values gained from reading texts like "The Analects," "Mencius," and "The Great Learning" remained relevant and emphasized throughout adulthood. Once a skill like tightrope walking was learned, there was no need for further training in new techniques, and one could live a lifetime without any issues using that skill. However, the situation has changed in modern times. Until the 1970s, abilities related to
abacus or bookkeeping were considered important social skills, but now, the skill of manipulating an abacus is no longer necessary. Instead, computer-related skills, such as efficiently operating computers and understanding and managing computer software, have become crucial.
These social changes imply that learning is no longer limited to childhood but has become inevitably emphasized in adulthood as well. Even if one has learned abacus or bookkeeping in youth and possessed those skills, to lead a smooth social life in adulthood, when the social utility of these skills has declined, one must develop new abilities, such as understanding and handling advanced technologies like computer software. Consequently, the need for adult learning and actual participation in learning opportunities continues to expand in response to these societal trends.
In response to the increasing necessity and demand for adult learning, the concept of andragogy, which is the systematic and detailed effort to facilitate adult learning, is becoming increasingly important. This raises the question for adult education professionals: can the principles and methods used in teaching children be applied identically to adult learning? In reality, educational methods targeting children have been observed to be not as effective in motivating education and learning in adults. Unlike children, adults are already sufficiently mature and autonomous, making it inappropriate for educators to use methods that assume immaturity in learners. Therefore, under the premise that adults are existentially different from children, Knowles proposes a unique instructional approach for adults, distinct from the way children are taught.
However, Knowles' dichotomous approach in proposing the concept of andragogy as a clearly distinct principle from the methods of teaching children gives the impression that andragogy is superior to pedagogy, and a better method of education. In his book "The Modern Practice of Adult Education," published in 1970 with the subtitle "Andragogy vs. Pedagogy," he contrastively presents the characteristics of pedagogy and andragogy according to the distinct characteristics of learners. As suggested by the subtitle, which implies competition, pedagogy and andragogy are considered mutually exclusive concepts, with andragogy potentially being interpreted as a more evolved concept due to its emphasis on the active role of learners in educational activities.
However, scholars like Cross (1981) and Pratt (1988) explain that these two concepts present different assumptions and methods for education appropriate to the characteristics of learners, and it is not possible to make a value judgment about which one is more desirable. Furthermore, Elias (1979) and MacKenzie (1979) criticize the attempt to differentiate general
educational concepts through andragogy as mistaken, arguing it is a misguided effort to elevate the status of adult education. They contend that educational methods should not be distinctly separated based on human developmental levels.
Acknowledging these explanations, Knowles himself revises his position in the revised edition published in 1980. In this edition, Knowles modifies the subtitle of his 1970 book to "From Pedagogy to Andragogy," explaining that rather than understanding pedagogy as only suitable for children and andragogy as only suitable for adults, each method can be appropriate depending on the learner's situation. In other words, even adults might find pedagogical methods more suitable and effective depending on their circumstances, and similarly, andragogical methods can be appropriate for children.
3. Adult Lifelong Education and Andragogy
Malcolm S. Knowles (1970) defined andragogy as "the art and science of assisting adult learning." Of course, Knowles was not the first to use the term andragogy. It was originally coined in 1883 by the German teacher Kapp (Doo-seung Kwon, 1995). Kapp used the term to describe Plato's educational theory (Nottingham Andragogy Group, 1983). However, Herbart contested this term, and as a result, andragogy was almost forgotten by scholars for nearly a century until it re-emerged in 1921. In the 1960s, it became widely used in France, Yugoslavia, Poland, and other places. Knowles first encountered the term in the mid-1960s and introduced it to the United States in 1968. In his book "The Modern Practice of Adult Education: Andragogy versus Pedagogy (1970)," he made important assumptions about the practice of adult education. Ten years later, in the 1980s revised edition, he changed the subtitle to "From Andragogy to Pedagogy," suggesting that andragogy includes the assumptions of pedagogy.
In American history, andragogy rapidly became popular within and outside the adult education community. The core of adult education required by our society today is neo-pragmatic andragogy, which is not for living alone but for living together, learning together, and being part of a community that learns together for coexistence.
Therefore, it is necessary to support and encourage active meetings, conversations, and the expansion of relationships among members of society. In this context, adult lifelong education should be practiced as an open community education for the social brain, continuously improving the ability to learn for group survival and the ability to form communities.
- Self-Concept
The learner's self-concept transitions from a passive and dependent state in childhood to a more independent and self-directed one in adulthood. During childhood, the understanding of who one is depends largely on the attributes of the surrounding environment, such as who their
parents are, where they live, and which school they attend. This passive and dependent self-concept in childhood is reinforced and justified socially and culturally.
However, as individuals mature into adults, they begin to define themselves not by external factors, but rather by internal elements - their hobbies, preferred roles, life values, and occupations. This leads to the formation of a unique identity distinct from others, and there is a desire for this uniqueness to be respected. Considering this shift in self-concept, the pedagogical methods that overlook the learner's autonomy are less likely to be effective for adult learning. It is recognized that more effective methods are those that assist adults in engaging in learning that they deem necessary and want to pursue in their preferred manner.
In light of this, it is essential for educators to create an accepting environment for learners. An accepting environment is one that is conducive to learning, where the opinions and thoughts presented by learners are respected, and the learning environment is designed considering the physical conditions of the learners. Additionally, since adult learners can recognize what learning content and necessary aspects are appropriate for them, efforts to understand their needs are required. Needs analysis involves understanding the gap between the learner's ideal and current levels, including the analysis of the learner's conditions (learner analysis), the learning environment and facilities (environment analysis), and the level of knowledge and skills the learner needs to acquire (task analysis). Essentially, it is important to reflect the learner's voice in identifying what they need.
- The Role of Experience
One characteristic that distinguishes adults from children is their possession of rich social experiences. Children, having lived a relatively shorter period of life compared to adults, lack both the quantity and quality of experiences. Additionally, since their cognitive development is not yet complete, they are not accustomed to deriving new principles or knowledge from their own experiences. Therefore, for children, lecture-based methods that focus on delivering essential information they need to acquire are effective.
However, adults have accumulated a variety of experiences over many aspects of life and an extended period, which significantly influences their learning process. The role of these experiences in learning activities can be summarized in three ways. First, they serve as a resource for guiding and instructing others, using their experiences to organize and present educational content or as examples.
Second, they act as a source for understanding new experiences. This is related to Dewey's principle of continuity of experience, meaning the current content being learned is not understood and learned in isolation but is interpreted and understood in relation to past
experiences. Therefore, the nature of past experiences can significantly influence the meaning and form of current learning content and provide crucial clues for future learning content, subjects, and formats.
Third, a learner's experience can lead to a tendency to resist new knowledge and perspectives. This reflects the negative aspect of having relatively rich experiences. As life experiences accumulate, the amount of new experiences that one is open to accept gradually decreases. The more varied experiences one has, the less new the experiences encountered in daily life seem. This is because as the quantity of experiences increases, many aspects can be sufficiently understood with existing thoughts and knowledge alone. If new experiences can be understood with existing knowledge and perspectives, there is less incentive to seek new knowledge or change perspectives. This tendency to become more conservative with age is related to this phenomenon.
The fact that experience is an important element in adult learning provides significant implications for facilitating adult education. Above all, it is necessary to support adults in direct activities, namely experiencing processes that allow them to autonomously acquire meaningful knowledge and skills for themselves. Although experiential learning and field trips are also used in children's education and have positive aspects, they are unique ways to stimulate interest and motivation in learning, differing from traditional educational methods. For adults, learning through experiences that are not yet fixed in meaning allows for an individual process of interpreting and learning, giving this method significant importance.
4. Characteristics of Adult Lifelong Education
Adult lifelong education targets only adults, excluding pre-school children and those currently enrolled in school, including children and adolescents. According to UNESCO (1985), adult education is defined as educational activities that provide organized educational programs for the benefit and needs of working youth and adults who do not attend regular schools. It has characteristics distinct from traditional school education.
Therefore, adult lifelong education is recognized as an educational activity exclusively for adults. It should be practiced considering the essential characteristics of adults, their diverse experiences, and factors that motivate learning. It possesses the nature of informal education that is implemented based on these considerations. The characteristics of adult lifelong education, based on the concept of adult education, are as follows (Sang-gil Han, 2003):
(1) Voluntary Participation in Learning
Adult lifelong education, unlike school education, is an informal or non-formal learning activity implemented through the voluntary participation of adult learners, free from compulsion
and obligation. In setting learning objectives, selecting learning content and methods, and choosing learning times, the opinions of the learners should be actively reflected. Learners create their learning environment independently without any coercion from above or externally, and they freely decide on their participation in learning and all aspects of the learning process.
(2) Diversity in Teaching-Learning Activity Systems
Adult lifelong education, as an informal educational activity for adults and primarily targeting them, allows participation of anyone regardless of age, status, residence, occupation, position, gender, etc., if they desire. Since the educational content is not solely for a specific stratum, it involves the development and provision of a variety of educational programs to meet the diverse educational needs of various learners, similar to a buffet-style curriculum. Furthermore, diversity centered around the learner should be emphasized in the choice of learning methods and instructors.
(3) Practical Orientation in Educational Program Content and Expected Outcomes
While general school education content is provided with a future-oriented, standardized
curriculum, adult lifelong education, targeting adults, seeks various experiences and knowledge that are suitable for their everyday life, occupation, leisure, hobbies, etc., and can immediately solve their realistic problems. Additionally, adults' motivations for learning participation and learning objectives possess characteristics that are practically oriented, applicable to their real lives, and immediately utilizable.
(4) Self-Directed Learning
Adult learners as learning subjects diagnose their own needs, set goals, select resources, plan learning strategies, and assess their learning progress. In this process, they strive to be independent of control or assistance from others, taking charge of the entire learning process, and are autonomous in understanding the meaning of learning, deciding learning objectives, and assessing learning achievements. Consequently, self-direction is very strong in diagnosing learning needs, participating in learning, selecting learning content, choosing learning methods and locations, and evaluating learning outcomes.
(5) Learner-Centered and Horizontal Relationship Learning
Adult lifelong education views the relationship between instructors and learners as horizontal and equal, rather than a vertical hierarchy. Instructors are not merely teachers who impart and transmit knowledge to learners, but rather act as facilitators and enablers, helping learners to learn on their own. This extends to creating a learning atmosphere, guiding learning, and promoting the awakening and elevation of learners' consciousness, fostering an informal relationship like that of friends. Therefore, the instructor should be considered more as a learning
resource than a teacher's position. Sometimes, the accumulated experience of learners can be used as learning content or a resource, making learners also take on the role of instructors. Hence, in adult lifelong education, the relationship between instructors and learners should be mutually horizontal and centered on learner-focused educational activities.
(6) Flexibility in Movement and Choice within the Educational Structure
All educational systems allow learners the flexibility to move vertically or horizontally within a given range and offer a wide range of choices. Individuals have paths open to achieve their goals without being hindered by formal criteria. Particularly, adult lifelong education, focusing on adults as the main target, is learner-centered. Adult learners have diverse lifestyles and complex life structures. Therefore, from the perspective of adult learners, flexibility should be exercised in adjusting and choosing various learning methods, locations, periods, and times according to their given situations and environments. Appropriate instructors can also be chosen depending on the educational content.
(7) Learning Utilizing Community Resources
Adults can utilize various educational facilities and institutions in their residing communities for learning. One characteristic of adult lifelong education is the requirement of systems and policies that allow the use of various physical resources within the community, enabling adults to choose the learning institutions or facilities they desire, utilizing minimal expenses and time.
5. Objectives of Adult Lifelong Education
The primary purpose of adult lifelong education is to assist individual learners in becoming autonomous, creative, responsible, and productive mature citizens. Socially, it is an educational activity that provides continuous opportunities to satisfy individuals' lives, contributing to social order and aiding adults in their growth and development. The objectives of adult lifelong education as presented by Bergevin are as follows:
> Helping learners find satisfaction in the pursuit of meaning and happiness in life.
> Assisting learners in understanding their talents and limitations, as well as their relationships with others.
> Aiding in the realization and understanding of the importance of lifelong learning.
> Providing situations and opportunities that help in the mental, material, occupational, and mature growth process.
> Offering education necessary for survival, such as literacy eradication, vocational training, and health assessments, anywhere (Bergevin, 1967).
The objectives presented at the 4th UNESCO meeting (1985, Paris) for citizens considered
adults by their respective societies are: firstly, to develop individual capacities; secondly, to enrich existing knowledge; thirdly, to renew acquired skills and professional qualifications under new situations; fourthly, to change attitudes or behaviors; fifthly, to promote more mature personal development; and sixthly, to facilitate participation in more balanced social, economic, and cultural development tasks. The UNESCO World Education Commission of 12 global scholars for the 21st century posits four pillars of education for the knowledge-based society of the 21st century: learning to know, learning to do, learning to live together, and learning to be (UNESCO, Final Repo 1997). This surpasses the traditional distinction between school education and adult continuing education and implies that all learning is associated with a learning society where everyone can realize their potential and enjoy learning opportunities.
Hutchins (1968) describes a learning society not just as one where educational opportunities are open to all adults, but also as a society that aims for learning, self-realization, and humanity, where all institutions have successfully transitioned in value to realize these goals. It's a society where the aim is for every member to develop their abilities to the fullest. Hence, the purpose of education is shifted to value becoming more human, not just for vocational reasons.
OECD (1976) reported that adult education activities should be developed to achieve personal satisfaction and enhancement of social relationships on a personal level, and promotion and participation in social activities on a social level.
Broadly stating the objectives of adult education, it includes restoring good human relations, improving living conditions, reaffirming individuality, effectively using social resources, fostering a pluralistic society, and education for change, reflecting the unique social character and philosophy of that society.
Therefore, if we categorize the specific objectives of adult lifelong education, they are: firstly, helping to grow into mature democratic citizens; secondly, contributing to the qualitative improvement of life; thirdly, restoring humanity and enhancing human relations; fourthly, creating conditions and opportunities for intellectual, mental, cultural, political, and vocational development; fifthly, fostering personal, social, and national activity stimulation and participation; sixthly, practicing economic, social, and cultural equality on national and international levels; and lastly, the purpose lies in elevating the abilities of individuals to actively cope with the rapidly changing global society through learning of knowledge, actions, community living, and being.
Here are the implications of Lindeman's adult education theory for coaching.
Centrality of Learner's Experience: Lindeman emphasized that the learner's experience is
the most crucial resource in adult education. This principle is equally applicable in coaching. Coaching is client-centered, respecting and utilizing the client's experiences and knowledge. It's important in both adult education and coaching to help the learner or client find the necessary resources within their own experiences.
Freedom and Goal Setting: Lindeman argued that adult education should aid the learner's growth towards freedom. This involves helping learners set achievable and manageable goals within their capability. This approach is not about limiting their potential but rather about enhancing their capabilities through achievable accomplishments. Similarly, in coaching, while clients may set ambitious goals, it's crucial in the planning phase to establish specific and achievable actions.
Awareness and Active Participation: In the modern specialized era, adult learners need to pay attention to what experts do and be aware of what happens to them, actively participating in the process. This awareness is also a key element in coaching. It's not just about being aware of the problem, but more importantly, the client's self-awareness. This aspect of coaching focuses on helping clients to understand themselves better, which is essential for effective change.
In summary, Lindeman's theory of adult education provides significant insights for coaching. Coaching centers around the individual's experiences, supports growth through freely set and achievable goals, and emphasizes self-awareness and active participation. These elements are crucial in encouraging adult learners to play an active role in their learning and growth process.
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