Psychology in education of adults in the context of andragogy and educational social work Adult education (upbringing and education) as a system of educational institutions and activities is a priority of social practice. Education supports the development of citizens’ educational attainment and cultivation. It contributes to shaping adults’ competencies for living in a society founded on a large supply of knowledge and information. The demands placed on people’s thinking and experience touch almost every area of life (professional, social, recreational).
The market for qualification and requalification education is becoming an important supportive environment for addressing adult employment and social inclusion.
Adult education performs a social function in society because education is a means of social assistance. The goal of educational (upbringing-education) programmes is to prepare clients for self-help in life situations with social problems. The development of their personality becomes a priority, as does the promotion of professional, social and psychological competencies. From experts, professionalism proved in educational activities for different target groups is required. Interdisciplinary overview and broad understanding of the subject matter are required. For that reason, this contribution focuses on the interdisciplinary aspect of adult education.
From the interdisciplinary perspective of psychology and andragogy, we addressed these issues in the monographs: Psychology in Adult Education (2004); Biodromal Psychology for Helping Professions (2010). We presented both theoretical and applied intersections of andragogy and biodromal psychology and also of andragogy and andragogical psychology. We argued that psychological knowledge is an inseparable part of andragogy as a science of adult education. The findings of biodromal psychology and andragogical psychology are included in theory, research, and practical adult-education activity.
Within the above-mentioned interdisciplinary intersections, we briefly introduce readers to the concept of biodromal psychology and to our authorial concepts: andragogical psychology; educational social work.
- Biodromal psychology
is a science of lifelong psychological growth and personality development. The concept of biodromal development and growth is closely linked to adult education. It was formulated and developed by staff at the Psychological Institute of Comenius University (PÚ UK) in Bratislava under the leadership of the distinguished psychologist Professor Jozef Koščo (1985). Jozef Koščo, together with colleagues, created a world-rare innovative concept and the project of biodromal counselling. On the biodromal principle, he built a counselling theory that was transformed into a system of psychological counselling and pedagogical-psychological counselling. This system of counselling centres for children, youth and adults operated very effectively in Slovakia for many years. Unfortunately, it did not continue to the present. However, the biodromal approach to human personality development is contained in the concept of lifelong education and lifelong learning, which has become the guiding line of contemporary educational and upbringing activity in Slovakia and in European countries. Knowledge of the psychological determinants, aspects and conditions of adults’ learning and their education (upbringing and schooling) is at the epicentre of scientific interest in andragogical psychology. During her tenure at the Department of Andragogy of the Faculty of Arts at Comenius University in Bratislava, the author of this paper developed the course concept Andragogical Psychology and taught this course over the years (1992–2010). On the basis of the concepts of biodromal psychology and andragogical psychology, the author developed a theoretical framework of socio-andragogical counselling and later transformed it into theory and methodology of social work. This gave rise to innovative concepts in social work that the author called educational social work and educational social counselling, and they were published in monographs (Preventive Social Work - Educational Paradigm in Social Work, 2013; Educational Social Work, 2014).
Psychological knowledge, including biodromal psychology, is an indispensable part of andragogy as a science of adult education and also part of educational social work as a science of adult education in social work. In Slovak higher-education preparation of students, psychological sciences are integrated into professional preparation for both future andragogues and social workers.
In the monograph Psychology in Adult Education (2004), we defined: the possibilities of integrating psychological and andragogical knowledge in adult education. Andragogy and psychology differ in their object of study, which is the centre of their knowing and investigation. However, in their knowledge base and in the methods used, both in andragogy and psychology, important knowledge about the human personality is included. In scientific and practical interest in the personality of a person who learns and is educated, psychology and andragogy pursue a common goal—namely, the development of the individual potential of the learning person. Yet they emphasize different aspects of knowing and examining personality. Andragogy focuses on the externality of personality (a person’s outward expression), while psychology focuses on the internality of personality (the inner processes and states of the person).
- In andragogy, changes in individuals’ educational level are assessed. The process and outcomes of learning are evaluated. Attention is paid to the knowledge of adults participating in education and to the normative perspective of personality examination.
- In psychology, changes in the psychological level of individuals are assessed. Attention is paid to changes in psyche (experience, behavior, conduct) and to causal examination of adults’ personalities. The psychological development of adult participants in education is evaluated.
- In educational practice, adults are guided through education toward optimal socialization, enculturation and psychosocial adaptation throughout life.
- In psychological practice, psychological support is provided in the interest of developing adults’ psychological and social competence and maturity.
Message
With this paper, we would like to address andragogues (educators, caretakers, counselors) and educational social workers and counsellors. Likewise, professionals of other professions for whom adult education is not distant.
Considering developmental and growth tasks in adulthood, education appears as the most effective way to cultivate people’s psychological and social potential. Andragogues and educational social workers are leaders in developing adults’ individual potential. Above all, social clients need guidance and help in burdened personal and social situations. It is appropriate when support is provided to clients through social education activities. However, clients are then required to approach their life situation responsibly and be willing to change.
We simply note that professionals’ competence is the alpha and omega of the effectiveness of educational influence. Such development of personal maturity and competence is not achieved by an individual who is not himself personally developed.
In work with social clients, it is required to respect their personal understanding of life. A personal life concept is a person’s compass in their living. From a person’s life concept follows the strategy and tactics of people’s actions. It is not always the rule, however, that adults have such a concept. They live as if blind, without realizing what is happening to them. They do not know what they should do in specific life situations. Only when a person is aware of their own life plan can they act flexibly and effectively. For professionals, however, it is important to know not only their clients’ life scenario but also their own personal concept of life.
Prof. PhDr. MÁRIA MACHALOVÁ, CSc. Literature:
KOŠČO, Jozef. a kol. 1987. Poradenská psychológia. Bratislava : Slovenské pedagogické nakladateľstvo, 1987. 446 s. MACHALOVÁ, Mária. 2004. Psychológia vo vzdelávaní dospelých. 1.vyd. Bratislava : RádioPrint, 2004. 224 s. ISBN 880-969339-6-5. MACHALOVÁ, Mária. 2010. Biodromálna psychológia pre pomáhajúce profesie (sociálnych pracovníkov, sociálnych pedagógov a andragógov.)). Brno : Institut mezioborových studií, 2010. 222 s. ISBN 978-80-87182-10-9. MACHALOVÁ, Mária. 2013. Preventívna sociálna práca - Edukačná paradigma v sociálnej práci. Prešov : Prešovská univerzita, 2013. 272 s. ISBN 978-80-555-0932-7. MACHALOVÁ, Mária. 2015. Edukačná sociálna práca. Prešov : Prešovská univerzita, 2014. 326 s. ISBN 978-80-555-1118-4.