Article

Andrology in the context of Higher Education: historical trend analysis

La Andrología en el contexto de Educación Superior: análisis histórico tendencial

Andrologia no Contexto do Ensino Superior: Análise das Tendências Históricas

Graciela Victoria Panta-Merino

Ingeniero Zootecnista. Doctora en Administración de la Educación. Docente de la Escuela

de Posgrado. Universidad Cesar Vallejo. Chiclayo, Perú. Pantamerinog@gmail.com.

Cell.963702619 ORCID: 0000-0003-0159-160x

Carlos Alberto Centurión-Cabanillas

Ingeniero Zootecnista. Doctor en Administración de la Educación. Docente de Escuela de

Posgrado. Universidad Cesar Vallejo, Chiclayo, Perú ccabanillasc@ucvvirtual.edu.pe Cell.

993835066. ORCID: 0000-0002-5391-2222

Received July 2020 - Accepted January 2021

Revista Iberoamericana de la Educación

Vol - 4 No. 3, July - September 2021

e-ISSN: 2737-632x

Pgs 1-13

Abstract: Introduction. Faced with the demands of the knowledge and

information society to oppose traditional education, Andragogy is resumed as

the concept that encompasses various ideas for adult-only learning. Objective

To systematically identify and evaluate scientific evidence on the origin and

evolution of Andragogy and its emergence in the context of technological

education. Method: The databases Scielo, Redalyc, Google Academic,

Scopus were consulted. DOAJ. There was no language restriction. Articles

that aimed to analyse the origin and evolution of Andragogy in technological

education were included. Studies at other levels were excluded. After

filtering, the total revised sources were 50. Results Andragogy is raised as a

need to incorporate into higher education programs. Conclusion. Higher

education centres when designing learning experiences for their students

should take into account affective and cognitive aspects

Key words: Andragogy, technological higher education, adult education

Article

Andrology in the context of Higher Education: historical trend analysis

Resumen: Las demandas de la sociedad del conocimiento y de la información

por anteponerse a la educación tradicional se retoman a la Andragogía para

un aprendizaje sólo para adultos. Objetivo Identificar y evaluar

sistemáticamente las evidencia científicas sobre el origen y evolución sobre

la Andragogia y su irupción en el contexto de la educación tecnológica.

Método Se consultaron las bases de datos Scielo, Redalyc, Google

académico, Scopus. DOAJ. No hubo restricción de idioma. Los artículos que

tuvieron como objetivo analizar el origen y evolución de la Andragogia en

educación tecnológica fueron incluidos. Los estudios referidos a otros niveles

se excluyeron. Luego del filtrado, el total de fuentes revisadas fueron de 50

Resultados Se plantea la andrología como necesidad de incorporar en

programas de educación superior. Conclusión. Los centros de educación

superior al diseñar las experiencias de aprendizaje para sus estudiantes deben

tomar en cuenta los aspectos afectivos y cognitivos aplicando la Andragogia

porque su interés está centrada en el proceso de aprendizaje de los adultos.

Palabras clave: Lectura crítica, aprendizaje, dinámica

Resumo: As exigências da sociedade do conhecimento e da informação para

ter precedência sobre a educação tradicional são retomadas pela Andragogy

para a aprendizagem apenas em adultos. Objectivo Identificar e avaliar

sistematicamente as provas científicas sobre a origem e evolução da

Andragogia e a sua emergência no contexto da educação tecnológica. Método

As bases de dados Scielo, Redalyc, Google Scholar, Scopus. DOAJ. Não

houve restrição linguística. Foram incluídos artigos que visavam analisar a

origem e a evolução da Andragogia no ensino tecnológico. Foram excluídos

os estudos referentes a outros níveis. Após a filtragem, o número total de

fontes analisadas foi de 50. Resultados A Andrologia é proposta como uma

necessidade a ser incorporada em programas de ensino superior. Conclusão.

Article

Andrology in the context of Higher Education: historical trend analysis

Ao conceberem experiências de aprendizagem para os seus estudantes, as

instituições de ensino superior devem ter em conta os aspectos afectivos e

cognitivos, aplicando Andragogy porque o seu interesse está centrado no

processo de aprendizagem dos adultos.

Palavras-chave: leitura crítica, aprendizagem, dinâmica.

INTRODUCTION

In antiquity, with Aristotle, Plato and Socrates, the first concerns for

educating people were expressed, especially in the so-called "Dialogues",

thus refuting traditional education.

Education is the cornerstone of Aristotelian (ethical)-political science,

because from it every political regime is built and sustained, and at the same

time it is indispensable for man to complete his nature (Pariz et al. 2014, p.

12). Thus, music education has a fundamental philosophical importance in his

thought, as an essential part of the answers he offers to the core questions:

what is the best regime and what is the best life? The Stagirite recognizes that

these questions are conceptually inseparable Thus in musical education its

idle employment by citizens, presupposes that they have been habituated to

virtue through its ethical use, activity whose purpose is to enjoy the beautiful

melodies which conforms to the type of praxis that characterizes the bios

praktikos Pérez-González et al. (2015) Aristotle employs mimesis to allude

to gestural, vocal and behavioral imitation, that is, to the innate mimetic

ability to learn. There is a connection between the recognition of the

anthropological character of Mimesis in the Poetics and the function it fulfills

in the educational program of the ideal state designed in the Politics. Thanks

to such anthropological-political connection it becomes clear that mimesis is

an essential part in the education of citizens. For SSanchez,(2014) the great

Article

Andrology in the context of Higher Education: historical trend analysis

contribution of Aristotle is to have admitted the disciplinary particularity of

poetics and, more broadly, of the mimetic arts.

Aristotle defines as Episteme the knowledge of the principles or causes of that

which he knows, it is revealed to us as knowledge based on true, first,

immediate, best known, previous and causal principles. In studies by El-

Maaty et al. (2014) indicates that in the sense explained above, with respect

to what is concluded from them, it is then by virtue of such principles, as

everything that constitutes the object of knowledge in the strict sense is

known by demonstration.

Being the contribution Sanchez,(2016) indicates that Socrates through the

mayeutics, philosophical method of research and teaching, and consists of

engaging in a dialogue on a certain topic between the teacher and the disciple

with the purpose of stimulating more general and precise definitions to

achieve general knowledge, accurate and rigorous Ortiz,(2013) and

Fair,(2015) states that the teacher does not provide information to the disciple

on the subject to be discussed, but the disciple is the one who extracts from

himself the knowledge that is in his psyche, through critical analysis,

generated by the timely conduction of a mediator (del Casasola,2015, p.45).

Plato, proposed ontological dualism, by affirming the existence of two

elements that formed human reality: body and soul, both heterogeneous

elements Jiménez,(2014) He believed that dialogue was the rational path to

knowledge and the highest form of teaching, and for him, these two theses

were inseparable because he argued that one teaches by guiding the other

through the steps that allow truths to be deduced and that these are discovered

after undergoing a dialectical exchange between provisional hypotheses and

skeptical questioning (Acosta & Buendía, 2016, p.12)

Likewise, Socrates, who is considered as the first andrological teacher, whose

thought product of the numerous dialogues between different people, that is,

Article

Andrology in the context of Higher Education: historical trend analysis

by inquiring through questions to reach the truth by himself, and in a certain

way, to help others to give birth (allusion to his mother's trade) and reach new

knowledge through questioning Krainer et al., (2017). He thought that human

knowledge should be grounded by experience (empiricism), and argued that

education was permanent because it is a process of improvement and lasts as

long as the life of the person lasts.

In the past, in the year 1833, the German Alexander Kapp, used for the first

time the term Andragogy, in his book The Educational Ideas of Plato, when

he discovered the educational practice that Plato used with his disciples.

Buendía, (2016), considered the father of pedagogy, opposed Kapp's

proposal, because he thought that the process of education and learning could

only be applied to young people Barbón & Bascó, (2016) used the term

Andragogy to refer to the didactic interaction established by him and his adult

students in night schools (Sánchez, 2014, p.89)

UNESCO specifies in a clear and international way the theory of lifelong

learning, adult education has a central role to play, ensuring the pursuit of

equity and social justice, along with the support of democracy and human

dignity Jimenez, (2014). At the World Conference on University Adult

Education, Adams gave the paper "Andragogy: Science of Adult Education",

which had an influence in Venezuela, his native country. In addition, Adams

raised the principles of Andragogy: Participation, horizontality and

flexibility. Sanchez, (2014). In 1972 in Tokyo, the importance of adult

education was recognized, which should be lifelong, allowing the

interpretation of reality in order to achieve sustainable social, cultural and

economic development, which implies that adult education is a right for all.

The Universidad Nacional Experimental Simón Rodríguez (UNESR) is a

public institution in Venezuela, created in 1974, implemented as a strategy

the master's and doctoral studies in Andragogy. Taking into account that the

Article

Andrology in the context of Higher Education: historical trend analysis

adult is a subject developed in the physical, psychological, economic-

anthropological and social planes; capable of proceeding with autonomy in

the society in which he lives and of defining goals to achieve Gamboa et al.,

(2019) Barbón & Fernández, (2018). Their condition, therefore, is radically

different from that of the child and adolescent, in all the indicated planes. This

allows in the field of education to distinguish, conceptualize, design and

develop an andragogical fact or process.

MATERIALS AND METHODS

The study was qualitative, with a historical hermeneutic perspective. The

methodology used was a systematic search for information. Postgraduate

theses and scientific articles published from 2000 to date were reviewed to

determine the problem to be studied. The technique used was the

documentary analysis of 65 sources obtained from databases such as: Google

Scholar, Redalyc, Scopus, Scielo, Latindex, DOAJ, REDIB, proquest, all of

them related to social sciences and humanities. Fifty sources were selected,

taking as an exclusion factor those documents prior to 2000 as well as those

articles that were not directly related to the topic to be developed. No filters

were applied in terms of author and language. In the final phase, the most

relevant and useful information was analyzed.

RESULTS

Globalization and technological progress have made it evident that

production quality must be controlled and improved. Therefore, professionals

are required who can face social, cultural, economic and technological

problems. This implies developing a high degree of knowledge about their

environment, ability to distinguish needs and opportunities for action in the

Article

Andrology in the context of Higher Education: historical trend analysis

different areas of professional practice, in order to identify the most

appropriate forms of intervention to influence the social problems associated

with their field of performance. The professional performance of nurses, for

example, shows heterogeneity in training, determining a deficit of scientific

knowledge for the solution of health care conflicts.

Thus, training in schools is organized by subjects; and is predominantly

oriented towards an in-hospital recuperative tendency developed over many

decades in response to a predominant positivist paradigm. However, the

academic demands are different and complex, so that approaches must be

(re)directed, seeking to acquire better competencies that form individuals

with life skills and feel satisfied with their profession. A modern concept of

adult education includes all the training processes in which they participate,

regardless of whether their interests and needs are personal or professional in

nature; a concept that includes general training processes (from literacy to

university) as well as those linked to preparation for work, carried out in a

context of lifelong education throughout life.

In this context, it is necessary to refer that Anthropogogy, as a general theory,

can be subdivided into the following particular theories: Pedagogy studies the

education of boys and girls (2- 12 years), hebegogy studies the education of

the adolescent, which is period of middle education with the maturation of

complex cognitive processes and from the biological point of view covers the

stage of puberty. Andraginecogogy studies the education of adults, both men

and women, up to maturity (from 20 to 65 years of age). Gerontogogy studies

the education of older adults or older adulthood (after 65 years of age).

In this context, adult education is a proposal to the contemporary educational

task, by proposing alternative approaches and methods to the educational

world. It has been conceptualized over time as: science, science of adult

education, set of assumptions, methodology, set of guidelines, philosophy,

Article

Andrology in the context of Higher Education: historical trend analysis

discipline, theory, process of integral development of the human being or

educational model.

Education based on the principles of Andragogy is of importance for the

transmission and acceptance of knowledge in accordance with a continuous

reintegration of cognitive and affective domains. They have their foundation

in various empirical or scientific theories and in various axiological or

philosophical theories. Andragogical training programs are directly related to

learning processes in 87.27%. While andragogical principles as a

characteristic of the programs is related with 86.86%, relevance in teaching

adults with 89.33%, and self-directed learning with 85.60% with respect to

learning processes. On the other hand, andragogic praxis is the methodology

and strategies used in the process and learning that should take place in adult

education. The teacher, facilitator or Andragogue is an adult who practices

self-learning, learns at his own pace and speed, there is no pressure, neither

academic nor personal, to advance at the pace of his peers, who concentrates

on facilitating the process of orientation and learning, the adult learner who

due to his experience is able to select his learning objectives that give him

benefits and is dynamic, responsible for his actions, provides appropriate and

timely solutions, besides being observant, critical and diligent, but must learn

to investigate and produce and not only refers to know how to know, but to

know how to do and know how to be, pillars of education but to its

comprehensive training as human capital committed to the society in which

it operates.

The purpose of adult education is not to provide knowledge for people to

memorize, but to encourage an educational project that favors the overall

development of the person, to adapt, comprehensively and critically, to social

changes and to be able to influence their direction. Adults develop their

learning in an autonomous way differing from the pedagogy that is oriented

Article

Andrology in the context of Higher Education: historical trend analysis

to teaching-learning, this focuses on the orientation-learning, so the strategies

are different and personalized, the adult learns considering his experiences,

his life project, is responsible for his own learning, adopts new forms of

learning as more participatory practices, such as group dynamics, case

analysis, and has strengthened the use of the project method. Given the

complex crisis that Venezuela is experiencing, which has caused a systematic

desertion of university students, the need arises to structure a training plan for

entrepreneurs, which allows the creation of new companies, where youth have

a leading role, strengthening a culture of entrepreneurship compatible with

the andragogic, participatory and flexible philosophy.

The main principles in adult education are: Participation of their learning,

sharing with their peers and facilitator experiences that contribute to the

construction of their own learning, the other is the Horizontality in which both

adult and facilitator at the time of learning and teaching are in identical

contexts, in condition of equality, and finally flexibility, the adult is a human

being with emotions work, family responsibilities, so it requires elasticity to

develop their training process, that is why adult education, transcends the

simple action of sharing information in academic environments. Therefore,

the teacher plays a fundamental role in the formation of adults, adapting his

andrological strategies according to their ages.

The adult person is involved in some form of learning throughout his or her

entire life. Learning is a necessary part of adjusting to changing conditions of

existence. Adult education was recognized in 1972, in Tokyo, and became an

opportunity to complement Andragogy at the higher level. Hence, many

countries have taken on the task of designing and carrying out programs that

contribute to the improvement and cultural updating of adults. Such as the

Universidad Nacional Experimental Simón Rodríguez in Venezuela,

Article

Andrology in the context of Higher Education: historical trend analysis

Universidad del Valle in Mexico, Interamericana de Educación a Distancia in

Panama, among others, with the purpose of achieving better learning.

However, andragogy has a marked difference in its praxeological dimension

and in the concept of the subject receiving education. The child is an evolving

being and the adult is an evolved being whose motivations and needs require

a different teaching and learning model. The praxis of the Andragogic teacher

is based on traditional pedagogical situations, with a teaching-learning

process centered on a vertical relationship, disjointed, unconnected, self-

sufficient, of imposition, power of the facilitator towards the participant, it

could be attributed to Andragogy as a science, because the development of

the disciplines is in its beginnings, as well as the theory of adult education as

an academic subject. Constructivism has developed from the work of Kelly,

Paiget and Vygotsky, who agree that students construct meaning or

knowledge based on their interaction and reaction to life experiences. As a

result, knowledge is constructed based on one's previous experiences and new

learning through their perceptions.

In Andragogy, the teacher or andragogue or facilitator is a fundamental

element in the learning of older adults because he/she is the key to participate

in an active dialogue (Socratic learning).In addition, the facilitator translates

the information to be learned into a format appropriate to the current state of

understanding of the student, and above all to achieve as a learning resource

his experience (Prada, 2010), must be emotionally balanced, empathetic and

respectful with his student, moderator in discussions and induce self-learning,

the foundations of andragogic theory are given only to some extent in teacher

training. Learning takes place based on the existence of a learning need in the

adult, unquestionably the need to know about the use of computer resources

is present in teachers. However, for some it is not a priority in their

Article

Andrology in the context of Higher Education: historical trend analysis

professional training and those who show interest in appropriating them do

not necessarily take them to their classroom practice.

This marks a break in the process of linking ICTs to the educational field by

the hand of those who manage the teaching-learning processes, since the same

policies state that teachers should not only be trained in the field, but should

also bring this knowledge in favor of educational transformation.

The fact that the educator is a facilitator and encourages group participation

is very motivating for the student. The educational process focused on

individual and cooperative learning and that encourages research is very

significant. That the contents are selected according to the interests and needs

of the student. The adult student learns with the help of another highly trained

adult who facilitates the process.

CONCLUSIONS

Universities train teachers specialized in Early Childhood Education and

Basic Education, to serve children and adolescents, but there is a big gap in

the training of teachers specialized in Higher Education, that is, facilitators of

adults, both young, mature and seniors. The basic difference between the

andragogical facilitator and other groups of education professionals is that

he/she has direct responsibility in education, which entails the exercise of

teaching tasks; but we insist once again that teaching, the task of teaching, is

only one of the tasks necessary to achieve the integral education of the

learners.

It is necessary that higher education institutions in designing learning

experiences for their students should take into account the affective and

cognitive aspects by applying Andragogy because its interest is focused on

the adult learning process. Teaching and learning have moved primarily

Article

Andrology in the context of Higher Education: historical trend analysis

online and the use of videoconferencing has become commonplace. These

changes have also affected adult education programming, much of which is

based on face-to-face activities.

REFERENCES

Acosta, A., & Buendía, A. (2016). Perspectivas institucionales y educación

superior desde miradas globales a espacios locales: el caso de México.

Revista de La Educacion Superior, 45(179), 9–23.

https://doi.org/10.1016/j.resu.2016.04.007

Barbón, O. G., & Bascó, E. L. (2016). Classification of student scientific

activity in higher medical education. Educacion Medica, 17(2), 55–60.

https://doi.org/10.1016/j.edumed.2016.02.001

Barbón, O. G., & Fernández, J. W. (2018). The role of strategic educational

management in knowledge management, science, technology, and

innovation in higher education. Educacion Medica, 19(1), 51–55.

https://doi.org/10.1016/j.edumed.2016.12.001

del Casasola, A. R. (2015). Financialization debate: decoupling between profits

and investment in the Spanish case. Investigacion Economica, 74(291),

53–77. https://doi.org/10.1016/j.inveco.2015.07.002

El-Maaty, A. M. A., Sisy, G. A. E., Shaker, M. H., & Ezzo, O. H. (2014). Age-

related rump fat, fat percent, body fat mass, leptin, androgens and semen

parameters of Arab stallions. Asian Pacific Journal of Reproduction, 3(3),

184–191. https://doi.org/10.1016/S2305-0500(14)60024-5

Fair, H. (2015). Debates Teóricos E Intelectuales De La Teoría De La

Hegemonía De Ernesto Laclau Con/Frente a Las Tradiciones Marxistas Y

De Izquierdas: ¿Teoría Post-Marxista? Acta Sociológica, 68, 95–129.

https://doi.org/10.1016/j.acso.2015.07.002

Gamboa, M., Barros, L., & Barros, C. (2019). Childhood Aggressiveness,

Learning and Self-Regulation in Primary Students. Luz. Revista

Electrónica Trimestral de La Universidad de Holguín, 53(9), 1689–1699.

https://luz.uho.edu.cu/index.php/luz/article/view/743/637

Jiménez, A. M. (2014). Desarrollo académico y producción científica: La

sombra del dictaminador. Perfiles Educativos, 36(145), 3–10.

https://doi.org/10.1016/S0185-2698(14)70634-8

Krainer, A., Aguirre, D., Guerra, M., & Meiser, A. (2017). Intercultural higher

education and knowledge dialogue: The case of Amawtay Wasi

University in Ecuador. Revista de La Educacion Superior, 46(184), 55–

76. https://doi.org/10.1016/j.resu.2017.11.002

Ortiz, J. M. (2013). Un análisis taxonómico de la banca en México, 1982-1993.

Economía Informa, 379, 23–43. https://doi.org/10.1016/s0185-

Article

Andrology in the context of Higher Education: historical trend analysis

0849(13)71313-6

Pariz, J. R., Chemes, H. E., Monteiro, R. A. C., De Campos Pieri, P., & Hallak,

J. (2014). Aplicação da avaliação ultraestrutural de espermatozóides na

rotina da andrologia. Reproducao e Climaterio, 29(1), 37–40.

https://doi.org/10.1016/j.recli.2014.06.004

Pérez-González, E. A., Domínguez-Castro, M., Castro-Llamas, J., Quintana-

Palma, M., Zavaleta-Abreu, M. J., Grether-González, P., Echavarría-

Sánchez, M. G., Rodríguez-Suárez, P. A. T., & Aguinaga-Ríos, M.

(2015). Alteraciones cromosómicas y decisiones reproductivas en

pacientes con infertilidad masculina de causa genética. Perinatología y

Reproducción Humana, 29(2), 60–64.

https://doi.org/10.1016/j.rprh.2015.05.002

Sánchez, C. M. (2016). El reto de incorporar a México al ttp en el capitalismo

del conocimiento superando su integración al tlcan. Economía Informa,

400, 40–66. https://doi.org/10.1016/j.ecin.2016.09.004

Sánchez, R. (2014). Presente y futuro de la anología. Revista Médica Clínica

Las Condes, 25(1), 14–24. https://doi.org/10.1016/s0716-8640(14)70005-