Abstract
The article presents criticism of the state of scientific knowledge about adult education and provides the reasons for the choice of directions of its development. Methods. The approach to the substantiation of directions of development of andragogy includes aspectual analysis of scientific rhetoric of adult education; summarizing the symptoms and causes of the problems of educational practice examples of education managers; the analysis of the status of andragogy as a scientific paradigm; a conceptual analysis of the key theses of the modern synthesis of andragogy and the provisions for developmental adult education. Results and scientific novelty. Four theorems are formulated that specify the complete set of propositions about a developmental approach to adult education. These theorems are presented as a scientific hypothesis about the features of the approach. The theorems are proved, and the substantiation of the conditions of emergence of the adult education of educational properties is described. The idea of adult education as a developing culture is in the centre of reasoning. It is shown that the assertions of theorems form the conceptual core of the scientific branches in adult education – andragogy of development. The effect of the practical interpretation of its provisions is disclosed. Practical significance. Disclosed meanings and recommendations may be oriented to developers of educational systems and media for adults while creating the developmental components. These references will help to overcome the evident trend information of adult education to the pulling them up to continually outdated standards, and to give it the look of a truly developing technology.
Highlights
Disclosed meanings and recommendations may be oriented to developers of educational systems and media for adults while creating the developmental components
Следствием этого обстоятельства становится положение о том, что взрослое образование должно «принуждать» к ответственности за будущее
Summary
The approach to the substantiation of directions of development of andragogy includes aspectual analysis of scientific rhetoric of adult education; summarizing the symptoms and causes of the problems of educational practice examples of education managers; the analysis of the status of andragogy as a scientific paradigm; a conceptual analysis of the key theses of the modern synthesis of andragogy and the provisions for developmental adult education. Four theorems are formulated that specify the complete set of propositions about a developmental approach to adult education. These theorems are presented as a scientific hypothesis about the features of the approach. Disclosed meanings and recommendations may be oriented to developers of educational systems and media for adults while creating the developmental components. These references will help to overcome the evident trend information of adult education to the "pulling" them up to continually outdated standards, and to give it the look of a truly developing technology
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