Darbyshire P
Nurse Educ Today. 1993 Oct;13(5):328-35. doi: 10.1016/0260-6917(93)90072-a.
Malcolm Knowles' theory of andragogy has gained increasing acceptance among nurse educators. Andragogy is espoused as a progressive educational theory, adopted as a theoretical underpinning for curricula and is even considered to be synonymous with a variety of teaching techniques and strategies such as 'problem-based' and 'self-directed' learning. This paper offers a critique of the notion of andragogy which maintains that the distinction created between andragogy and pedagogy is spurious and based upon assumptions which are untenable. It is argued that andragogy has been uncritically accepted within nursing education in much the same way that the nursing process and models of nursing were in their day. Finally, it is claimed that true pedagogy has far more radical, powerful and transformative possibilities for nursing education.
马尔科姆·诺尔斯的成人教育学理论在护理教育工作者中越来越受到认可。成人教育学被奉为一种进步的教育理论，被用作课程的理论基础，甚至被认为与各种教学技巧和策略同义，如“基于问题的”和“自主导向的”学习。本文对成人教育学的概念提出了批评，认为成人教育学与儿童教育学之间所形成的区分是虚假的，且基于站不住脚的假设。有人认为，成人教育学在护理教育中被不加批判地接受，就如同护理程序和护理模式在当时那样。最后，有人声称真正的儿童教育学对护理教育具有更为激进、有力和变革性的可能性。
