Can Adult feature, object and subject of the investigation andragogical? It is needless to justify the attempt but the complexity of human nature, make the near-impossible mission. As unlikely is to achieve this end that the subject specialists, anthropologists discuss yet to be fully satisfied and to know that progress on an approach to understanding the phenomenon of adulthood. And the phenomenon is ultimately the object, fact and andragogic event, and rightly so if it is to study from science, for science as it is with "phenomena" and not to other realities, be they physical or metaphysical .
From this point of view is a science of andragogy. A science that seeks to characterize his principal actor "adult", a subject understood as a unit bio-psycho-social and as an ideological subject-historical-socio-cultural inserted in a context that goes through the process of adulthood.
Adulthood is the life stage that the focus andragogical work, adulthood is like all the other stages a way of life to death and aging in an irreversible process that allows unique living experience contributing knowledge and experience-transmissible.
This science is built today is not finished as any science is, and follow the trends of contemporary scientific sociology, ie, the scientists who build it do so from theories and methodologies that address the issue from the perspective of the time. So
Andragogy Today is the daughter of his time and tries to work from a biological-psychological approach, sociological and a transdisciplinary approach, assessing the ideological and super-structural phenomenon in the complex andragogic
But what scientists understand science?
is so difficult to answer this question than to make it bet the only objective reality, contextualized language and its etymological roots.
Science.
(Del lat. Scientia). The knowledge obtained through observation and reasoning, systematically structured and deduced general principles and laws. Master
definition that says a lot and enlightens us to understand that the kind of knowledge we consider himself a scientist and believe science discipline, you need to be able to build in a systematic and structured so that they can "deduct" special axioms, proper and characteristic in this particular scientific discipline.
Thus, it has come to state:
• No one educates anyone, educate us all together, so that education is emancipating education should be liberating, and it must be social. (Paulo Freire)
andragogic • There is a fact, some actors in the process, axes, functions and dimensions of the patterns and for efficiency and effectiveness.
• The axes are the horizontal process and cooperative
• The actors are the facilitator and participants
• Motivation is essential for the synergy of the emergence process and the product is achieved
• Work with the real needs of adult
• learning is built for the world and social world.
• The most learning is taught. • No built
needs, problems built from existing requirements
Given all this, it must be stated that the continued facilitation of the process achieves a self andragogic that becomes the master of a art that is precisely the practice of that science. So the masters of the art of andragogy is not in itself a phenomenon exclusive to its scientific nature. But a consequence of the praxis of the human and social science a facilitator in a continuing evolution in the vicissitudes of his own profession. Roldos Eduardo Arosemena
