PT Journal
AU Rozkovcova, A
TI Normative Education in Educational Science (Pedagogy) and Andragogy
SO e-Pedagogium
PY 2014
BP 92
EP 103
VL 14
IS 3
DI 10.5507/epd.2014.032
DE Normative Education; Educational Science; Andragogy; Educational Objectives; Intrinsic Conditions of Educational Process
AB This article is focused on defining the term education in its normative meaning in Andragogy. Using Educational Science (Pedagogy) as a framework for this, similarities and differences of the term in both the fields are mentioned. The text includes some selected argumentations of leading andragogists in the Czech Republic. The aim of the contribution is to define normative education more solidly as normative educational objectives have not been focused on sufficiently. Intrinsic conditions of education as an important determinant of educational process are used to frame the leading idea of the text. The postulate is that Andragogy is not only a modern science dealing with "adult learning" or "adult cognitive education" but in some fields of andragogic activity and instrumentality we can speak about "normative education", too. Andragogic intentional educational objectives can, in some cases, be normative and influence the value system, attitudes and habits of individuals.
ER