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2. Шомаҳмудова Р.; Мўминова Л.Р. Болалар нутқидаги нуқсонлар ва уларyи бартараф этиш. Ўқитувчи:
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152 •
1 APRIL 2022
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ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
1 APRIL 2022
•
153
SELECTION OF OPTIMAL ANDRAGOGIC CONDITIONS IN ADULT EDUCATION
N. Usmanova
Master of The Scientific Research Institute
for the Study of Problems and Establishment of the
Prospects of Public Education named after A. Avloni
Abstract.
The article deals with the peculiarities of the adult education process. Today, adult education is
one of the most pressing theoretical and practical problems on a global scale. The accumulated experience
in the practical organization of adult education, databases for empirical studies in education, observations
about the characteristics of adult students and their learning process have become the subject of a
relatively new direction in pedagogy - andragogy. The theory and practice of adult learning is based on the
characteristics of older learners, the context of their lifestyle and the motivational attitudes of adults. For
andragogues, the ability to choose the most optimal conditions for successful adult learning is a decisive
factor.
Key words:
andragogical approaches, adult learning, optimal learning conditions, self-assessments.
P. Langrand, a well-known French scientist in the field of lifelong education, wrote back in the 1960s
that “the future of education in general and its ability to innovate depend on the development of adult
education” [1]. Andragogy is based on the psychological theory of the development of adult cognition. This
approach allows you to put a person at the center of educational activities and create conditions for the
development of his potential. A characteristic feature of the process of growing up is the formation of the
ability to self-government. That is, a sense of responsibility for the decisions made, determination and the
will to achieve not only short-term, but also long-term goals. The content of adult education should meet
the specific needs of people and cover almost all aspects of life and all areas of knowledge. Therefore, under
certain conditions, it can be divided into two main parts: 1) social role and 2) general cultural views [2]. The
ultimate goal of adult education is to form a person who actively, competently and effectively participates
in economic, social and personal life.
In nowadays’ social conditions, the most effective approach to adult education is andragogical, which
provides the creation of conditions for professional and personal self-development, necessary for self-
realization of a person and increasing the efficiency and effectiveness of his life.
An adult student creates his own educational situation, that is, he draws knowledge from those areas
that he needs for self-realization. Only in this case is the enrichment of the intellectual potential and the
emotional-volitional sphere, which leads to qualitative changes that allow a person to take a fresh look at
himself and the world around him [3]. Hence the growing role of teaching motivation, which increases the
humanistic potential of adult education. To the extent that an adult sees in knowledge an important means
of solving a wide range of problems - from those that are significant in a particular segment of the life path
to the “eternal” questions of being, to that extent education becomes a condition for life.
The ability to independently make decisions and bear responsibility for them is the main feature of the
behavior and self-awareness of an adult. Often the experience of adult listeners in certain respects surpasses
the experience of the teacher - andragogue. When conducting training, it would be unwise not to use this
circumstance. Teachers working with adult students agree that their teaching should be applied, practically
oriented. Therefore, with the andragogical approach, the experience of students acts as an essential source
of learning material.
In short, we can summarize all the definitions of androgyny as follows: andragogy as a field of pedagogy
studies the methodological, theoretical, practical, and psychological aspects of adult education, as well
as individual self-awareness throughout adult life. Thus, the ultimate goal of adult education is to form a
person who actively, competently and effectively participates in economic, social and personal life.
A review of the literature suggests that the most optimal conditions for successful research for
andragogues are due to the following factors: adults have a natural ability to learn; students understand
the relevance of the topic; learning requires changes in self-awareness; much of the learning is achieved
through “doing”; a responsible attitude of students to the learning process contributes to the effectiveness
of teaching; self-directed learning promotes self-awareness; self-criticism and self-esteem promote creative
independence and self-confidence. An important feature of adult students is that they perform certain
social roles. The educational activities of adults are mainly determined by professional, social, domestic
and temporary factors. Finally, as adults take responsibility for their own lives, they also have a better
understanding of attitudes toward reading, leading to a greater role for adults in learning.
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