ANDRAGOGICAL IDEAS OF EUGENE ROSENSTOCK-HUESSY
Abstract
The article is devoted to theoretical analysis of the andragogy concept, developed by Eugen Rosenstock-Heussyn, the 1920s and 1930s. This study examines the life and work of Eugen Rosenstock-Hussey. The concept is a new philosophy of adult education with a strong social dimension, and the author also included his rich experience and knowledge of adult education practice. It has been found that Е. Rosenstock-Huessy andragogy is a complex theoretical concept that was difficult to understand and share at the time, which is why his andragogy fell into oblivion for some time. Andragogy, in the scientist's understanding, is a new type of education that lays the foundations for observing, understanding and solving problems that adults constantly face. Andragogy contributes to the development of intellectual sensitivity of adults, develops motivation to work for the benefit of society. E. Rosenstock-Huessy determined that an adult educator should be well-educated, a qualified specialist in a particular field, and should also have non-professional skills. The scientist characterised an andragogue as a specialist who is able to sacrifice his knowledge at any time to achieve educational goals, which is possible only due to social and educational motivation, which only an andragogue, unlike a teacher, is capable of. Andragogy should not form a person for his or her own interests, but should prepare a person for his or her own future and the future of society. In the andragogy programme, E. Rosenstock-Huessy advocated taking into account: the unification of the most deeply divided social classes in one educational institution; the integration of the most deeply divided specialised fields into one community; paying equal attention to the educational needs of individuals and the population groups they represent; and the integration of isolated specialist teachers into one teaching community.
Key words: andragogy; adult; adult education; Eugen Rosenstock-Huessy.
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