Applying Andragogical Principles to Internet Learning By Susan I ...

In the 17th century, Comenius demonstrated his understanding of the principles of adult learning by being an advocate of systematizing all know­ledge (Columbia Electronic Encyclopedia, 2000). Savićević (1991) suggests that Comenius also supported the comprehensiveness of education and learning for the purpose of developing, to the full degree of humaneness, all people regardless of age, gender, culture, class, or nationality. Comenius promoted teacher innovation to make learning interesting and practical, and he also believed that learning comes through the senses. Additionally, he saw the need for personal motivation in learning (Columbia Electronic Encyclopedia, 2000). Important to this study is Comenius’ recognition that learning involves portions of the mind other than cognition—preferred learning style and motivation.

Benjamin Franklin stressed the importance of self-education and informed citizenry that led him to encourage the founding of public libraries. The idea started from his love of books and the creation of Junto in 1728. The Junto was a weekly and guided discussion group of citizenry who were interested in pursuing truth and advancing mankind by sharing ideas and knowledge. He took climate setting into account when he declined to have the Junto’s meetings in a tavern but “consented to the members downing a glass of wine before moving from one discussion topic to another” (Smith, 1982, pp. 48–49).

Franklin decided that members of the Junto would bring together books from their personal collections as they could best spare because their books were so often referred to in their discussions. Franklin was chosen to be librarian and this was the beginning of public libraries. Important to this story is the fact that the Internet is like a library that never closes, and is a library without a librarian. Just as important to this story is how successful the climate was for learning by truly treating the members as adults. The Junto was active and vital under Franklin’s leadership for 30 years. A protocol for integrating andragogy and Internet learning must serve not only as a learning process guide but also like a librarian directing users to appropriate resources in a climate of respect.

As an adult education philosopher, Lindeman (1961) was concerned about the meaning of adult education. He called for “a new kind of education with its initial assumption affirming that education is life—not a mere preparation for an unknown kind of future living” (p. 4). Lindeman can be summarized as a visionary who saw beyond technique to describe the “quintessential format” (Brookfield, 1984, p. 195) of program planning.