Some Foundational Aspects of Andragogy's History

2021 ◽  
pp. 45-66
Keyword(s):  
Adult Learners ◽  
21St Century ◽  
Time Frame ◽  
Vital Role ◽  
Scientific Discipline ◽  
European Countries ◽  
Democratic Action ◽  
Process Elements ◽  
Critical Consideration

This chapter offers a vigorous clash for and against andragogy within this time frame but reaching back to ancient roots informing the development of andragogical ideas and connecting with the very beginning of the 21st century. Savicevic from Serbia provided a critical consideration of andragogical concepts in 10 European countries – five Western and five Eastern. Knowles clearly articulates in one place his six assumptions and eight process elements of andragogy. Poggeler from Germany listed 10 trends, which he hoped would be beneficial in future European and USA research. Welton launched a very vigorous accusation against Knowles and andragogy that declares their abandonment of adult education's vital role in fostering democratic action. Draper traced the metamorphosis of andragogy as humane treatment of adult learners. Savicevic's comprehensive andragogy book includes thirty of his works over 26 years and views andragogy as a fairly independent scientific discipline.

Desecularization as Phenomenon at the Turn of 21st Century

2019 ◽  
Vol 29 ◽  
pp. 49-57
Author(s):  
Sergey V.  Lebedev ◽  
Galina N.  Lebedeva
Keyword(s):  
21St Century ◽  
Social Problems ◽  
European Countries ◽  
Islamic Revolution ◽  
Islamic Movement ◽  
The World ◽  
Rational Alternative ◽  
Role Of Religion

In the article the authors note that since the 1970s, with the rise of the Islamic movement and the Islamic revolution in Iran, philosophers and political scientists started to talk about religious renaissance in many regions of the world. In addition, the point at issue is the growing role of religion in society, including European countries that have long ago gone through the process of secularization. The reasons for this phenomenon, regardless of its name, are diverse, but understandable: secular ideologies of the last century failed to explain the existing social problems and give them a rational alternative.

Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

2021 ◽  
pp. 147797142110031
Author(s):  
Togtokhmaa Zagir ◽  
Helga Dorner
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Needs Assessment ◽  
Vital Role ◽  
International Studies ◽  
Teaching Role ◽  
Core Competences ◽  
Key Stakeholders

Competent adult learning facilitators play a vital role in improving the quality of adult learning programmes. This article thus explores common and core competences of adult learning facilitators from the perspective of key stakeholders, such as facilitators, adult learners and administrators. By synthesising previous international studies, we developed a survey and collected data in Mongolia ( n = 227). We identified adult learning facilitators’ common and core competences focusing on their teaching role. As found, areas of adult learners’ needs assessment, communication and motivation should be integrated in professional development programmes in order to aim for a better completion rate and higher participation of target audiences in adult learning programmes.

Environmental Ethics and Sustainability in Indian Thought

2021 ◽  
Vol 26 ◽  
pp. 55-87
Author(s):  
Rana P. B. Singh ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Ethics ◽  
21St Century ◽  
Sustainable Development Goals ◽  
Vital Role ◽  
Deep Ecology ◽  
Way Of Life ◽  
Indian Thought ◽  
Development Goals ◽  
The Universe

Religion (dharma) plays a vital role in the Hindu (Sanatana) quest for understanding and practicing harmony between nature and humanity that result into the formation of a cosmological awakening, i.e. 'transcending the universe.' The importance and applicability of such new consciousness is a sign in promoting global humanism in the 21st century, where environmental ethics and sustainability are the wheels of making the future more humane and peaceful. Arne Naess, who coined the term 'deep ecology' conceiving humankind as an integral part of its environment, gives credit to Gandhi. Gandhi’s contributions help to re-awaken the human spirit to self-realisation, finally leading to revelation promoting human coexistence with nature sustainably, mostly through re-interpretation of Vedantic thought. Under the SDGs (Sustainable Development Goals) the ideas of Gandhi are recognised as a path that makes human coexistence stronger, feasible and co-sharedness, sustainable in peace and harmony with nature. This essay presents ecospiritual contextuality and its vitality concerning a sustainable perspective in line with Gandhi's vision and way of life.

scholarly journals Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries

2021 ◽  
pp. 147821032110409
Author(s):  
Martin Brown ◽  
Herbert Altrichter ◽  
Igor Shiyan ◽  
María José Rodríguez Conde ◽  
Gerry McNamara ◽  
...  
Keyword(s):  
Culturally Responsive ◽  
School Leaders ◽  
Historical Context ◽  
Vital Role ◽  
Migration Background ◽  
European Countries ◽  
Significant Extent ◽  
Culturally Responsive Leadership ◽  
Challenges And Opportunities ◽  
Funded Project

Whether voluntary or enforced, increasing patterns of migration have significantly impacted schools by making them linguistically, culturally, religiously and ethnically more diverse than ever before. This increasing diversity requires school leaders to put in place mechanisms to ensure equity of participation for migration background students. Dimmock and Walker (2005) believe that school leaders need to play a vital role in promoting and sustaining an environment that embraces diversity and, by association, contributes to solving the macro problems of society. To accomplish this emerging role, there is a need for ‘new approaches to educational leadership in which leaders exhibit culturally responsive organisational practices, behaviours and competencies’ (Madhlangobe and Gordon, 2012: p. 177). This is all well and good in theory, but the current and historical context in which school leaders operate, together with the training and supports that are provided, influences, to a significant extent, how culturally responsive leadership can operate in practice. This study, which is part of a European Commission Erasmus+ funded project entitled Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES), examines these assumptions by mapping out the factors and actors that can hinder and facilitate the flourishing of such practices in four European countries, Austria, Ireland, Russia and Spain.

The Sociology of Health and Medicine in Poland

2012 ◽  
pp. 73-88
Author(s):  
Zofia Slonska ◽  
Wlodzimierz Piatkowski
Keyword(s):  
Medical Sociology ◽  
Scientific Discipline ◽  
Political Context ◽  
European Countries ◽  
The Political ◽  
Political Decision ◽  
International Context ◽  
The Subject ◽  
Sociology Of Health

There is no doubt that the specificity of the country political context of the early 1950s contributed to the delay of the Polish medical sociology development. In 1951 as a result of the political decision, practicing sociology as an official scientific discipline, was prohibited. Its resurgence came after 1956. The growing domestic and international position of the Polish sociology enabled to initiate not only the activity of the general sociology but also the activity of its subdisciplines, including the medical sociology. The process of institutionalization of medical sociology in Poland has started since the beginning of 1960s. Its founder was a prominent medical sociologist Magdalena Sokolowska. Taking into account the existence of the strong connections of the Polish medical sociology both with medicine and the general sociology we can speak about its double identity. That feature of it decided about its specificity in European countries. Magdalena Sokolowska named it "intellectual hybrid". The subject of the article is the process of institutionalization and transformation of the Polish medical sociology since the beginning in the early 1960s until nowadays, in the international context.

Reinventing the corporation

2017 ◽  
Author(s):  
Colin Mayer
Keyword(s):  
Social Inequality ◽  
21St Century ◽  
Intangible Assets ◽  
Vital Role ◽  
Fundamental Change ◽  
Economic Prosperity ◽  
Tangible Assets

The corporation has undergone a fundamental change over the last few decades from an organisation with predominantly tangible assets, such as buildings and equipment, to the ‘mindful corporation’ with intangible assets, such as brands, patents and reputations. While the corporation has made immense contributions to economic prosperity and development, it is also associated with growing levels of income and social inequality. To correct its deficiencies and restore trust, it needs to be reinvented for the 21st century. It should be reconceived as a means of commitment to the promotion of the interests of its customers and communities as well as enhancing the wealth of its investors. This requires a careful reconsideration of the purpose of the corporation and its associated forms of ownership and governance. The humanities have a vital role to play in achieving this.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

Conventional Online Teaching vs. Andragogical Online Teaching

2010 ◽  
pp. 68-82
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Learners ◽  
21St Century ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Model ◽  
The 19Th Century ◽  
Compare And Contrast ◽  
Pedagogical Principles ◽  
Andragogical Principles

In an effort to promote the andragogical teaching model in helping adult learners learn online, the author of this chapter has sought to compare and contrast this model with conventional online teaching model. In doing so, the author argues while conventional online teaching is guided by behaviorism, in order to help adults learn in the online environment, instructors must go beyond the conventional online teaching model characterized by the use of Bloom’s Taxonomy of Educational Objectives and embrace humanism from which andragogy flows. The two models addressed in this chapter were not developed in a vacuum. Rather, they were derived from pedagogical and andragogical assumptions of learners. According to the literature in adult education, pedagogical principles were developed as early as in the 7th and 12th centuries whereas andragogical principles emerged in the early part of the 19th century in Europe. Both pedagogical principles and andragogical principles have been used to guide online adult teaching and learning since universities began to deliver courses in the virtual environments at the beginning of the 21st century.

African Union and European Union Politics: The Veiled Account of Longstanding Interregional Relations

2020 ◽  
Author(s):  
Christopher Changwe Nshimbi
Keyword(s):  
European Union ◽  
21St Century ◽  
Business Environment ◽  
European Countries ◽  
African Union ◽  
European Organization ◽  
Major Powers ◽  
History Of ◽  
Africa Rising ◽  
The Eu

Africa turned the corner of marginalization in international affairs at the beginning of the 21st century. The end of the Cold War and global shifts in power toward the end of the previous century were closely followed by “Africa rising.” This contrasted previous decades-long narratives of a hopeless, war-ravaged, and plague-ridden continent. The Africa rising mantra followed reforms implemented in the late 1980s and early 1990s that improved institutional capacities and established African countries on firm business, economic, and political trajectories. This promised improved business environment, economic vitality, and positive democratic outlook. Africa has thus become important to major powers. They court it for its support to govern challenges that necessitate international cooperation and to enhance the major powers’ influence in global institutions and on the world. Rising Asian economies such as China and India compete for Africa’s natural resources against traditional global powers like the European Union (EU). The EU has long been economically and politically involved with Africa and has generally dominated these relations. Leading theories, discussions, and research that examine the historic, economic, and geopolitical factors at play in the evolution of African Union (AU)-EU relations suggest that elements of dependency are a calculated creation of colonialism and encounters that occurred between Africa and Europe before the advent of colonialism. Dependency continues to characterize these relations, as shown by formal AU-EU pacts. Decolonial scholars argue that the dependency is real, as Africa did not demolish colonial structures at independence. Some critical scholars further argue that the history of colonialism is also pertinent to the history of the EU in that the history of European integration was partly influenced by the history of colonialism. That is, the history of colonialism contributed to the political creation of the EU, and attempts by Western European countries to form a pan-European organization coincided with early 20th-century efforts to stabilize colonialism in Africa. The European countries could only efficiently exploit Africa by combining their political and economic capacities. AU-EU relations face many challenges in the 21st century. Influence in the relations is predominately unidirectional, with the EU determining the terms of engagement even on issues peculiar to Africa or the AU and where the latter appears to have the upper hand. The challenges show that the AU and EU are interdependent, but the onus is on the AU to set priorities right and enhance capabilities for engaging the EU. This would be easier if the EU were not continuously devising ways to maintain its dominance in the “partnership.” An overarching challenge in the partnership, therefore, is finding common ground and leveling the playing field.

Personalized medicine: what are the challenges for health services?

2017 ◽  
Vol 22 (3) ◽  
pp. 198-200
Author(s):  
Walter Ricciardi
Keyword(s):  
Personalized Medicine ◽  
Health Services ◽  
21St Century ◽  
Digital Technologies ◽  
Vital Role ◽  
Biomedical Sciences ◽  
Organization Of Care ◽  
Genetics And Genomics

Genetics and genomics, together with other biomedical sciences and digital technologies, have a vital role to play in transforming health services to become systems that can work for health in the 21st century in ways that are affordable and that respond to individuals’ requirement for more autonomy. Health services should embrace this agenda and implement changes in the organization of care.

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