Andragogy as a Knowledge Driving Discipline in Higher Education
This paper exposes the diachronic (historical overview) of Andragogy (or Adult Education) and its introduction as a discipline in the context of university education. Based on the andragogical principles of the adult thought process and the work experience, this study sets out Adult Education as an...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2012 |
| País: | Costa Rica |
| Recursos: | Universidad Nacional de Costa Rica |
| Repositório: | Portal de Revistas UNA |
| Idioma: | espanhol inglês |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/3729 |
| Acesso em linha: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/3729 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Andragogía educación superior adulto competencia cognitiva competencia metacognitiva docente universitario Andragogy higher education adult cognitive competence meta-cognitive competence university professor |
| Resumo: | This paper exposes the diachronic (historical overview) of Andragogy (or Adult Education) and its introduction as a discipline in the context of university education. Based on the andragogical principles of the adult thought process and the work experience, this study sets out Adult Education as an education option to be implemented in higher education, in Costa Rica, to develop cognitive and meta-cognitive competencies in the university students, in the different academic areas simultaneously, by reproducing the Socratic maieutics, which is structured within the Kolb’s experiential learning cycle. |
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