Discussion:
Choose one from the following quesitons to answer:
In the theory and practice of andragogy, what assumptions are made about the difference between adults and children? How are these reflected in the differing roles of the teacher for children and adults?
How is “andragogy in practice” different from the critical-philosophical model? Describe situations in which each is appropriate.
What is distinctive about teaching older adults that Battersby suggests is embodied in the concept of gerogogy? Do you agree?
If you were designing a course for older learners, what might you like to know about them to effectively apply andragogy and gerogogy principles? How easy or difficult might it be to get this information?
What are some issues that might be addressed through critical gerogogy? How might these be brought into a seniors’ learning program?