In defence of pedagogy: a critique of the notion of andragogy.

Abstract:

:Malcolm Knowles' theory of andragogy has gained increasing acceptance among nurse educators. Andragogy is espoused as a progressive educational theory, adopted as a theoretical underpinning for curricula and is even considered to be synonymous with a variety of teaching techniques and strategies such as 'problem-based' and 'self-directed' learning. This paper offers a critique of the notion of andragogy which maintains that the distinction created between andragogy and pedagogy is spurious and based upon assumptions which are untenable. It is argued that andragogy has been uncritically accepted within nursing education in much the same way that the nursing process and models of nursing were in their day. Finally, it is claimed that true pedagogy has far more radical, powerful and transformative possibilities for nursing education.

journal_name

Nurse Educ Today

journal_title

Nurse education today

authors

Darbyshire P

doi

10.1016/0260-6917(93)90072-a

subject

Has Abstract

pub_date

1993-10-01 00:00:00

pages

328-35

issue

5

eissn

0260-6917

issn

1532-2793

journal_volume

13

pub_type

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