Milligan F
Nurse Educ Today. 1995 Feb;15(1):22-7. doi: 10.1016/s0260-6917(95)80074-3.
This paper supports the continued use of the term andragogy in Project 2000 nurse education programmes. It is argued that the theory of andragogy, and its supporting philosophy, methods, and research, are consistent with both the means and ends of contemporary nurse education. Some of the recent pressure felt in relation to use of alternative terms, such as critical pedagogy, are linked to wider socio-political influences and it is argued that it is essentially a sign of the times that andragogy has now come under threat. The call, from some, for a return to pedagogy is also seen as an attempt to reassert an increased degree of control over the student by those educationalists. This article is also a response to the article by Philip Darbyshire (1993) which questions the viability and relevance of the term andragogy.
本文支持在2000年项目护士教育项目中继续使用“成人教育学”这一术语。有人认为，成人教育学理论及其支撑的理念、方法和研究，与当代护士教育的手段和目的是一致的。近期在使用诸如“批判教育学”等替代术语方面感受到的一些压力，与更广泛的社会政治影响有关，有人认为成人教育学如今受到威胁本质上是时代的标志。一些人呼吁回归传统教育学，这也被视为那些教育学家试图重新加强对学生的控制程度。本文也是对菲利普·达比希尔（1993年）所写文章的回应，该文章对“成人教育学”这一术语的可行性和相关性提出了质疑。
