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PAVELMfiHLPACHR
thetraditionofnormativeandevaluativescienceabouthumanbehavior,which
emergedinHollandinthe1940sandcannotbeconsideredtobeapedagogical
science.metheoreticalbasisofAndragogywasformulatedbyprofessorTenHa-
ven,whodistinguishedbetweenAndragogyandAndragology,whichisalready
asystematicbranchofsocialscienceincludingitsownmethodologicalreasoning
aboutpracticalactivitieswithadults.Itincludesnotonlythetheoriesoftheedu-
cationalimpactonadultsbutalsothetheoriesofsocialworkwithadults.Wilfred
GottschalkdefinesAndragologytwentyyearslaterasascienceaboutsocialbehav-
iorleadingtowardsachievingappropriateandprofessionalchangesinthinking,
feelingandactingofpeople.
mepresentandragogyappearedinthe1950sintheworksoftheSwissthe-
oristofadulteducationH.HanselmannandtheGermanclassicofandragogy
F.Pöggeler.
HeinrichHanselmannpostulatesandragogyasadisciplinewithdistinctive
therapeuticfocusonadultsandwithstrong,evenmilitantreligious(Protestant)
character.Forworkwhitadultssuchasthis,herequirestheuseofmethodsfun-
damentallydińerentfromthemethodsofeducationalworkwithyouth,primarily
abandoningallschoolforms.Hestressesindividualeducationonthebasisofop-
tionality,andinsteadofteacher’sdominantrole,hedemandsmutualinteractionof
bothsidesofthepedagogicalrelation.
meGermanconceptofandragogyrepresentedbyFranzPöggelerisalsobased
onreligiousgrounds(thistimeCatholic).misconceptisstronglydidacticcon-
trarytotheHanselmann’ssociallyandragogicalconcept.Pöggelerdińerentiates
betweeneducation,whichisaspecificformofupringingofadults,andcareand
formingofcharacter,whichistypicalonlyforchildrenandyouth.Inthisdistinc-
tionPöggelerseesthemaindińerencebetweenandragogyandpedagogy.Inthe
specification,heessentiallyagreeswithHanselmann(optionality,informality,re-
jectionofschoolformsandinadequatemethods).meybothrejectedallformsof
fosteringadults:Anadultcannotbefostered,becausechangesofpersonalitycan-
notbeachievedańertheindividualbiologicaldevelopmentiscompleted.
AndragogywasuntilrecentlyseenintheCzechRepubliconlyinthecontext
ofadulteducation,andwasconsideredtobenabourgeoisunscientificdeviation”
ofthetheoryofeducationofadults.
metermandragogyappearedonlyańer1990asadesignationofascienceand
afieldofstudy,andalsoasatendencytodińerfromimproperlynamedandpoliti-
callydiscreditedfieldofstudycallednEducationofadults”
.
Andragogyisanew,dynamicallygrowingdiscipline,andisthereforeunder-
standable,thatitisońenatopicofdiscussionandcriticism.memainobjections
leadtoseveralareas:
