Open AccessAndragogy: Theory and Practice of Adult Education Development in Ukraine
Author(s) -
Liudmyla Tymchuk,
Nadiia Grytsyk,
Vasyl Yahupov,
Yaroslav Syvokhop,
Tetiana D. Hrinchenko,
Valentyna Svystun
Publication year - 2021
Publication title -
revista românească pentru educaţie multidimensională
Language(s) - English
Resource type - Journals
eISSN - 2067-9270
pISSN - 2066-7329
DOI - 10.18662/rrem/13.2/417
Subject(s) - andragogy , context (archaeology) , adult education , lifelong learning , sociology , pedagogy , education theory , social science , political science , higher education , history , law , archaeology
At this point, there are no systematic studies on the problems of adult educationas a field of scientific and theoretical elaboration and its transformation in andragogyin Ukraine. The article aims to conduct a holistic and systematic analysis ofestablishing and developing andragogy as a theory and practice of adult education inUkraine between the late 19th century - the 20th century to use the positive historicalexperience in modern andragogy. The article justifies the periodization of andragogydevelopment in Ukraine (the 1850s-1917 - the emergence of theory and practice of adultlearning in the context of developing adult education as a form of social andeducational movement and out-of-school education; 1918-1940 - the establishment ofscientific principles of adult learning in the system of illiteracy elimination andpolitical education; the 1950s-1980s - the scientific elaboration of andragogicalproblems in the light of the Soviet concept of adult pedagogy; the 1990s - the early21st century - the development of andragogy as a science, academic subject, socialpractice). The periodization of andragogy development in Ukraine has made it possible toidentify the system-forming processes in adult education at the level of structural andorganizational forms. A historiographical analysis of the problem under study shows thatUkrainian scholars pay much attention to adult education as a socio-cultural phenomenonwith deep historical traditions and heritage. Despite the growing interest of scholarsin this particular problem, the term “andragogy” is not commonly used in the context oftheir research. At the same time, almost all authors are interested in the theory andpractice of adult learning.