Lifelong Learn. 2015, 5, 8-28
Present and Perspectives of the Adult Education Theory in the System of Andragogical Sciences
The adult education theory belongs to the fundamental theoretical disciplines of andragogy and the development of its fundamental assumptions is an important prerequisite for the development of andragogy. The current level of its terminology and system apparatus in comparison to other disciplines of andragogy currently does not fully enable to develop primarily practical-application functions, and thus leaves its potential unfulfilled. Building of an education theory on interdisciplinary, multidisciplinary and trans-disciplinary principles is now legitimate and allows the use of research results of other sciences (philosophy, anthropology, pedagogy, sociology, psychology, ethics, cultural studies, etc.). The adult education theory cannot be built only as a theory for theory (normative aspect), but it should develop its own exploratory, explanatory and analytical potential for the needs of support of self-development of an adult. It envisages the creation of a scientifically justified system of adult education and self-education as a theory providing sufficiently developed and socially applicable model of andragogical action. Prospects of the adult education theory are combined with the need to define and understand the basic terms (education and self-education of adults), their relations in the system of science, explanation of subject and functions (normative and practical, through the development of basic and applied research and creation of the curriculum components (objectives, principles, contents, education process and others).
