https://doi.org/10.31261/CHOWANNA.2005.25.12
The article explores the practical aspects of axiology in adult education and the axiological foundations of andragogy. Both in theory and practice—which is a natural consequence of their interrelation—there have been significant omissions, sometimes even leading to the complete removal of this issue from theoretical discourse and proposed practical actions in certain historical periods. It is essential to distinguish between the presence of axiology in adult education and the presence of axiological foundations in andragogy. On one hand, this issue is highly complex in practice, involving multiple layers and dimensions, always dependent on the individual execution of the transmission and reception of values within specific contexts shaping adult development. On the other hand, even in the absence of explicit axiological declarations, practice has always existed within the framework of certain values, inherently realizing them. The situation differs when considering the presence of axiology in andragogy as a scientific discipline. If we accept that andragogy lacks full independence and classify it as a subdiscipline of pedagogy, we do not need to be overly concerned with establishing its unique axiological foundations, as we can refer to and align them with the axiological foundations of general pedagogy. However, if we advocate for the scientific autonomy of andragogy—which is the prevailing view among experts in its development—and classify it within the field of educational sciences, then constructing its own axiological foundations becomes necessary. This requires a particular emphasis on correlating these foundations with the concepts of adulthood and maturity, as well as highlighting theories related to the transmission of values to adults.
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Vol. 2 No. 25 (2005)
Published: 2025-08-18
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