ANTHROPOGOGY & ANDRAGOGY

FORERNESTOYTURRALDE

Concepts and applications for the new process facilitator

lifelong learning.

DEFINITION

Anthropogogy is the science and art of permanently instructing and educating.

human being, at any stage of its psycho-biological development and based on
your natural, ergonomic, and social life.
Anthropology conceptually emerges as a science from an approach
global and inclusive in the development of the human being at all stages of their
evolution, adapting its approaches and interactions in such a way that they fit
to each of the evolutionary phases of the human being.
The fundamental objectives of Anthropogogy are to understand that the human being
is in a permanent learning process and that its approach is different in the
different phases of the individual, seeking to adapt the teaching methods, techniques, and methods,
as well as strategies to allow learning that is conceptually
significant for each person and related to the age groups of the learner.
ANTHROPOGOGYANDTHE SCIENCES OFEDUCATION

Félix Adam (1921-1991) defines Anthropology as: "The science and art of
to instruct and educate man permanently, at any stage of his development
psychobiological and based on its natural, ergonomic, and social life" (1977). Adam
presented to UNESCO his work 'Andragogy: Science of the
Adult Education, supported by its Andragogical Model. Founder and Rector of
the Simón Rodríguez Experimental National University of Venezuela (1974 until
1982), and from the Inter-American University of Distance Education of Panama
(1984 to 1990). At the end of the 1980s, he dedicated himself to studying the
educational processes for the elderly, founded in 1986 in Venezuela, the first
University of the Third Age of Latin America. subsequently in 1989 in the
Dominican Republic supported the creation of the University of the Third Age
Santo Domingo and later in Peru contributed to the creation of the
Peruvian Foundation for Assistance to the Elderly. In 1989 for its great
scientific contributions to Adult Education and Andragogy as a science,
OAS | Organization of American States awarded him the 'Inter-American Award'
Andrés Bello Education.
Kenneth Dean Benne (1908-1992) American educator, president of Adult
Education Association, co-founder of NTL | National Training Laboratory. carried out
great contributions to Adult Education. Benne proposes Anthropogogy as
a strategy for the survival of humankind, indicating that the members
of a learning society, they must possess information and knowledge
existing, more valid, but this is not enough to achieve creative relaxation:
Conflict resolution processes should aim not for nominal and pyrrhic victory.
not from one faction or tradition over the other, but to convert interests
previously in conflict and traditional goods, in new patterns of behavior
with which participants can identify K.D. Benne comments:
Anthropogogy is the little euphonic term I give to the facilitation of learning
and the re-education of people of all ages who seek to consolidate a foundation
suitable for human survival in an increasingly hostile world
to achieve that goal.

Contributions from some scholars in the field of Human Development agree that
to assert that adulthood has sub-stages, and these are:

• Early Adulthood (between 20 and 40 years)

• Middle Adulthood (from 40 to 65 years) and
• Late Adulthood (after 65 years of age)
Andragogy is the discipline that deals with the education and learning of
adult. Etymologically, the word adult comes from the Latin word adultus, which
can be interpreted as 'has grown' after the stage of adolescence.
the biological growth of the human being reaches a certain point when it achieves
its maximum development in its physiological, morphological, and organic aspects; without
embargo from the psycho-social point of view, the growth of the human being, to
The difference from other species manifests itself continuously and permanently.
FélixAdam, OnAdulthood (1987)

The concept of adulthood can be understood as a stage of biological integration,

psychological, social, and ergonomic. It is the moment to achieve vital fulfillment, since
that it has the capacity to procreate, to participate in productive work
and to assume responsibilities inherent to the social life that leads to action
independent and to make decisions with complete freedom.
Ergology is the study of the psychological effects of work, of the patterns
of the work especially regarding the causes of the impact of stress in the workplace and the
performed functions..
THEBEGINNINGOFADULTHOOD

• Biologically: We consider ourselves biologically adults from a

From a technical point of view, when we reach the age at which we are capable
to reproduce ourselves.
• Psychologically: We reach adulthood when we begin the process of
maturity in conjunction with biological development.
• Socially: We are adults when we perform roles of
adult responsibility as the potential for market integration
work-related.
• Legally: We are considered adults when we reach the age.
established by each nation to reach the age of majority.
EDUCATION

Education is defined as a process of socialization through which individuals...

societies formally transmit to their new members, through
teaching institutions, a series of knowledge, values, guidelines,
procedures and guidelines as standards and performance instruments in the
different areas of an individual's life. Therefore, education encompasses
behavior patterns, previously established by larger groups
experience and that are supposed to be assimilated and put into practice by the
students from generation to generation.

Three types of education are recognized: formal, non-formal, and informal.

Formal education occurs in schools, institutes,
academies, technology centers, universities and polytechnics. Non-formal education is
generates with courses, seminars, workshops, while informal education is
that which is acquired throughout life.

PEDAGOGY

The word Pedagogy is formed by the Greek words Paidos: Child and Ago:
to carry, to drive, to guide. Pedagogy is the set of knowledge that, as a discipline,
organizes the educational process of individuals, in the psychological, physical and
intellectual considering the cultural aspects of society in general. While
that Pedagogy is the science that studies education, Didactics is the set
of techniques that facilitate learning. Someone can be an educator but not have
didactics when it does not reach its audience, nor meets expectations, that is to say that the
didactic evidence of certain competencies demonstrating besides the
knowledges, the doings.
Pedagogy can be defined as 'the art and science of teaching, the art of
transmit experiences, knowledge, values, with the resources we have to
our scope, such as: experience, materials, the very nature,
laboratories, technological advancements, the school, art, spoken language,
written, the corporeality, the symbols and implicit aspects in Proxemics.
Thus, we find within the so-called Agogic Sciences:
1. Pedagogy studies the education of children in their preschool stage.
3 to 6 years old.
2. Pedagogy studies the education of the child in their stage of education.
Basic
3. Hebegogy studies the education of the adolescent in their stage of
Secondary and Diversified Education.
4. Andragogy studies the education of adult individuals up to the
maturity.
5. Gerontagogogy studies the education of older adults.
ANDRAGOGY

In the approach of these agogical sciences, the scope of Pedagogy encompassed

Traditionally, education is focused on the early years of human life and not
I considered the specific variables that characterize the educational process of
adult individual in its different stages. Educate the individual in their adult stage and
establishing the most effective way to do it has been a constant
concern of several researchers and teachers, such as Eduard Lindeman,
Malcolm Knowles, Félix Adam, Adolfo Alcalá, who, through their writings
and investigations have formulated their ideas, concepts, proposals and
proposals related to both theory and practice within the
educational process.
ADOLFOALCALÁ

Andragogy is the science and art that, being part of Anthropology and being
immersed in permanent education, it develops through a praxis
based on the principles of Participation and Horizontalidad; whose process, to
to be oriented with synergistic characteristics by the Learning Facilitator,
allows for the enhancement of thinking, self-management, quality of life and the
creativity of the adult participant, with the purpose of providing them a
opportunity for you to achieve your self-realization
As we mentioned, Andragogy is considered the discipline that
deals with the education and learning of adults, unlike Pedagogy which
it applies to education itself with a strong emphasis on the early years.
ERNESTOYTURRALDE

Andragogy is to the adult, as Pedagogy is to the child.

The child submits to the system, the adult seeks knowledge for its application.
immediate that allows it to yield in the shortest time, being clearly aware
to be more competitive in the activity that the individual performs, especially if the
learning process is sponsored by an organization that hopes to improve its
competitive position, improving their work skills, understood as
competencies encompass the set of knowledge, skills, abilities, and attitudes
aimed at superior performance in their work environment, which include tasks,
activities and responsibilities that contribute to achieving key objectives
sought after.

The role of the adult participant in the learning process is different and is projected
with a greater reach than that of being a passive receiver, note-taker,
conformist, resigned memorizer or simple repeater of the teachings imparted
by an Instructor, Teacher, or Facilitator. Participation involves critical analysis.
from the situations presented, through the contribution of effective solutions. The
Andragogy as a continuous process of excellence entails the final mission of
provide a better personal and work life level for the student as "Partner of
Learning.

ADULTLEARNERSAPPRECIATE BEING RESPECTED

Adult learners develop much better in environments where the

collaborative relationships with their educators are strengthened. The learners
they become more productive when their facilitators consider them peers. When
If their contributions are recognized, they will be more willing to do their best in their role.
of participant in the teaching-learning process. Learning in adults
We encourage strengthening the approach to each learner from demonstration.
interest in their learning, we encourage it through respect for the integrity of
learner as a human establishing trusting relationships.

It is very important that educators identify appropriate ways to

turn theoretical learning into practical activities. Connect learning
with their work and professional environments is a way for learners
adults connect the theoretical concepts learned in the physical or virtual classroom
with real-life situations. We strengthen learning when we clarify the
appropriate ways to implement theoretical knowledge in situations to be
applied those knowledge.

CONTRIBUTIONSFROMOTHERAUTHORS

Domingo Tirado Benedí, (1898-1971) Spanish educator who worked in

Mexico in the 1930s and 1940s claimed that the science of education was the
agology that involved all factors related to education.
Adolfo Alcalá, Venezuelan, in his work 'The Andragogical Praxis in Adults of'
"advanced age" refers to Andragogy "as the science and art that, being
part of the Anthropogogy and being immersed in Permanent Education, is
develops through a praxis based on the principles of Participation and
Horizontalidad; whose process, when guided with synergistic characteristics by the
Learning facilitator, it allows to enhance thinking, self-management,
quality of life and the creativity of the adult participant, with the purpose of
provide him with an opportunity to achieve his self-fulfillment.
Andragogy is conceptually not as new as it seems. Alexander Kapp,
The German master used the term ANDRAGOGY for the first time in 1833, when
trying to describe the educational practice that Plato exercised in instructing his pupils that
they were young people and adults. In the early last century, around 1920, Eugen
Rosenback takes up the concept to refer to the set of curricular elements.
characteristic of adult education, among these, philosophy, teachers, and methodologies
to use.
The diffusion of the term, even within the core of Facilitators, has been very
limited, although the concept has been applied in one way or another in many
limitations that have been balanced more by practice than by foundations
scientists outlined by scholars.

Eduard C. Lindeman (1885-1953) is another of the great figures of the generation.

of concepts of adult education and in the formation of thought of the
informal education. He was the first American to use the term in two of
his writings.
Malcolm S. Knowles, (1913-1997) is considered the Father of Education.
of Adults. He introduced the Theory of Andragogy as the art and science of helping
adults to learn. He believed that adults need to be participants
active in their own learning.
Knowles expressed that adults learn differently than children and that
trainers in their role as facilitators of learning should use a process
different to facilitate this learning. For Knowles, there are five factors that
we detail below what differentiates adults from children. In his work The
Modern Practice of Adult Education: 'Andragogy Versus Pedagogy' by
1970, presented its Andragogical Model.

UNESCO reintroduced the concept in place of the expression 'Pedagogy for

adults, under the interest in the process of training and lifelong education
of adult men and women, in a way different from the formation of the child and the
teenager.
Andragogical processes stimulate reasoning, promote discussion
constructive of ideas, favoring dialogue, generates points of view, ideas and
innovations and at the same time lead to rethinking proposals as a result
from the confrontation of individual knowledge and practices to group conclusions.

For John Dewey, (1938) "all authentic education is carried out through the
experience". Dewey believes that Experiential Learning is active and generates
changes in people and their environments, and that it not only goes inside the body
and of the soul of the one who learns, but uses and transforms the physical environments and
social
PRINCIPLES OFANDRAGOGY

There are 3 Principles of Andragogy: Participation, Horizontalism and

Flexibility.
PARTICIPATION:

The Principle of Participation is based on the idea that the adult learner should not be
merely a receptor of learning, as it is capable of sharing its
experiences interacting in the learning space, exchanging points of
view and prior knowledge that help in better assimilation of knowledge
for everyone expanding visions, making decisions together in the execution of
assigned jobs or tasks. The Facilitator must encourage participation to
enriching learning environments by leveraging "Crystalized Intelligence".
The 'Crystallized Intelligence' proposed by Raymond B. Cattell is the set of
capabilities and knowledge that constitute the level of cognitive development
achieved by each individual through their own learning history through
his life.
HORIZONTALITY:

The Principle of Horizontalism is based on principles of equity from a

look based on similar qualitative characteristics regarding their quality of
adult and previous experience in life, to a lesser or greater degree, whether from their
technical knowledge or life experiences. Horizontality promotes the
stimulus for peer sharing including the facilitator of the process, breaking
the traditional 'verticality' evidenced in the role of the Instructor teaching from
downward to their students. Horizontality promotes an environment of
participation, where the Facilitator is part of this learning community, without
that it leads to the Facilitator "losing their authority".
FLEXIBILITY:

The Principle of Flexibility is based on understanding that adults, within the

learning community that we share, have different educational foundations
and training, they have previous personal experiences, diverse paradigms, so
as different work, family, and economic responsibilities
which invites us to be flexible with schedules due to these same responsibilities
as adults. Flexibility also applies to understanding that being different,
Adults need different times for the processes of 'Assimilation' and
"Accommodation" of their learnings related to their aptitudes, abilities, and
skills.
CHARACTERISTICS OFANDRAGOGY

In 'Andragogy Not Pedagogy' (1972), Malcolm Knowles emphasizes: 'Andragogy

It is the art and science of helping adults learn, based on assumptions.
about the differences between children and adults.

Unlike the child, the adult as a mature individual manifests the following
characteristics:
 It has a self-concept
2. Has experience
3. Hurry to Learn
4. Learning Orientation
5. Motivation to Learn
Self-concept

In contrast to the dependency of children, adults have a need

deep psychological to be self-directed. Our self-concept leads us to
to guide ourselves by our own will. We are reluctant to situations where the
Facilitator and the design of the programs limit the learners to one role.
dependent - as if they were children - or in the teaching style of the teacher,
instructor or facilitator in which they can guide their students with
inadequate reprimands, ridiculing them or with the wrong incentives.

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Adults, regardless of age, have accumulated great wealth of

experiences that become important learning resources, and at the same
Time becomes a platform to develop new learning for oneself.
same, as well as for the learning community in which the individual is
immersed.

3. HASTETO LEARN

Adults are willing to learn things we need to know or understand.

to do, in order to fulfill our roles in society: in the workplace, as
professionals, such as leaders, workers, spouses, parents or mothers. Our
speed in learning is increasingly oriented towards tasks in development
our social roles and responsibilities when levels are reached
appropriate maturity. While it is true, it is common that many adults present
degrees of reluctance in learning processes either manifestly or covertly, to
feel pressured if their participation is not 100% voluntary.

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Children have a subject-centered orientation for learning.

as adults we tend to maintain a situation-centered orientation,
problems, decisions, and permanent improvements. Children come to master with
great skills the contents, to be promoted to the higher grade and continue
with their process; adults seek knowledge to develop the
skills that we need to apply to situations or problems that we face
we confront in real life in our daily activities and tasks. The
the perspective of time in us adults changes towards individuals who
we are looking for knowledge for an application immediately, that goes from the
hand with the objectives of our activities or for the companies for which
we work, in order to improve our skills.

5. MOTIVATION TO LEARN

Adults are more motivated to learn by internal factors, such

as a development of our self-esteem, rewards such as raises of
salary, promotions, evolved needs, described by Abraham H. Maslow
in his 'Hierarchy of Needs'. Although eventually we may find
people who will seek to avoid participating in learning processes for various reasons
factors among these are the fear of speaking in public, ignorance, shame, lack
for security, in the virtual environment they do not turn on their cameras to protect themselves and protect their
intimacy, among other factors. Human beings tend to do more to avoid their
greater fears than what they do to achieve their desires, but it is part of a
reality.

THEANDRAGOGICALMODEL

THE COMPONENTS.

An Andragogical Model must include the following elements:

1. The Adult Participant,

2. The Andragogue
3. The Participants as a group and
4. The Environment
A)THEADULTPARTICIPANT

Within the andragogical model, it is the main resource in the learning process.
The participant as the center of the process is a Learning Partner who supports themselves.
in their own knowledge and experiences acquired. The Participant must
continue with the exploitation and discovery of their potentials: talents and
capabilities. That is why all learning can only take place if there is
continuity and total congruence, at the level of BEING as well as DOING. The adult is
at the center of learning.

B) THEANDRAGOGY

The professor, lecturer, or teacher from a conventional or traditional perspective is

places itself as the one who possesses the knowledge and is responsible for imparting it,
while in the andragogical model the Andragogue is a Facilitator of
Competent learnings in the knowledge transfer process
transfer of experiences that the participant can contribute.

The Andragogue ceased to be the instructor in a vertical relationship to share his

teachings, as it must play several roles: Facilitator, transmitter of
informaciones, agente de sensibilización, agente del cambio, agente de relación,
tutor, coach, mentor. The facilitator promotes active participation based on
on positive attitudes of adult participants and for this the methodology of
Experiential Learning will be ideal. The Andragogist plans and organizes the activity.
educational, whose main actor is the participant, facilitates interactions
interpersonal. We can consider the Andragogue as an active participant in
the continuous process of learning from horizontality with a vision
panoramic.

C)THE PARTICIPANTSASAGROUP

Participants are projected as sources of resources, due to the accumulation of

experiences. The adult participants as a whole make up a large
amount of resources that are provided by their own previous experiences thus
as per their will to learn, hence each of the members of
group becomes an agent of learning, with regard to the content or to
process in itself.

The andragogue facilitates interpersonal interactions and organizes the activity

educational, whose main actor, as we pointed out, is the Participant, as "Partner"
of Learning.

D)THEENVIRONMENT

The creation of an appropriate socio-emotional environment in person and in the

Virtuality is necessary to make the learning process conducive.
In-person attendance, physical spaces help similarly, as do resources.
technologies available, influence the spaces, the atmosphere,
lighting, the climate control of the environment, the comfort of the furniture,
tranquility, the colors, the smells, the food services. In the virtuality
The environment must not be neglected. Our setting, the use of funds.
virtual for the creation of the setting, the lighting, the resolution of the
camera, the use of good microphones to ensure good audio reach,
use of apps for participant interaction will be aspects
fundamentals in virtual environments.

NEWCHALLENGES
Today, virtuality presents us with new opportunities to achieve greater reach.
in the teaching-learning processes in a global way. The trend will be
towards the generation of b-learning spaces combining virtuality with the
in-person attendance. The process remains the same, as we are the same beings
humans involved in the processes, what changes are the environments, which
they demand new digital skills from the andragogist, from the facilitator, and they provide us with the
opportunity to consolidate new digital tools to help
to use them with our 'Learning Partners'. New skills will be required
to achieve connection, new skills to be more creative, disruptive,
histrionics, more resourceful. We must consider the mixture of the different
generations sharing in the rooms: Centennials, Millennials, Generation X,
Baby Boomers to achieve connection with each of the actors in the space of
learning, as well as understanding their learning styles by getting to know
the depth of David Kolb's proposal and its relationship with his systems of
representation from NLP. We have constant challenges that will be overcome.
through the commitment of the facilitator who has determined that this role obeys to their
purpose of life, to educate to transform.
SOFTSKILLS:AKEYFACTOR FOR SUCCESS

Success is achieved through the continuous learning from successes and mistakes.
the execution of the actions, as well as in the ability to adapt in the face of
constant changes, changes in trends, market orientation, to the
adaptability in work teams, to approaches for addressing
situations; and organizations require people who have a high profile
professional and knowledgeable, with great skills to connect with the
people and likewise with the goals and objectives.