Specific features of the phenomenon of adult education.

Abstract

The article analyses the specific features of the phenomenon of adult education in the aspects of goals, tasks, functions, principles, content, object and subject, form and results, which should be taken into consideration in the practice of the process of adult teaching and in professional training of andragogues (the adult educators). It is argued that modern practice of adult education is based on the principles of General Pedagogy and relatively new experience of andragogy. Specific features of adult education are highlighted: non-directive in nature; a shift in emphasis from knowledge transferring to ensuring conditions for mastering ways of learning; gradual decrease in the amount of forms of teaching and the transition of the subject to the mode of self-development; constant positive correction of the achievements; mandatory orientation on achieving results; relation with practice; dialogization of the content and teaching methods; the specification of assessment of learning outcomes; integrative learning and so forth. Attention is drawn to the specificity of the organization of the adult teaching process, especially in the meaningful aspects, based on physiological, psychological, social and professional features. It is pointed out that the most specific category of andragogy is "adulthood", which has a socio-cultural interpretation, as its content is determined by the society and culture in a certain period. It is noted that specific features of adult education determine the necessity and appropriateness of taking them into consideration in modern practice of organization of adult teaching and in training adult educators. That will be possible subject to further consideration of these problems, understanding them as the subject of new research and as the object of normative and legal nature of education.