Andragogical and Pedagogical Methods for Curriculum and Program Development

Today’s ever-changing learning environment is characterized by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. The need for in-depth research that is bound to generate new knowledge about curriculum and program development is becoming ever more relevant. Andragogical and Pedagogical Methods for Curriculum and Program Development offers an in-depth description of key terms and concepts related to curriculum and program development for both faculty and students, as well as program designers, instructional program developers, trainers, and librarians.

Victor C.X. Wang, A tenured Associate Professor, is a PhD mentor/faculty at Florida Atlantic University. Dr. Wangs research ***more than 180 refereed journal articles, peer-reviewed books single authored, coauthored and edited volumes and chapters*** has revolved around andragogy and pedagogy, indicating a clear line of inquiry. Andragogy and pedagogy is the umbrella under which his research and writing addresses areas such as transformative learning, andragogical curriculum and program development, human performance technology and so on. His research in transformative learning has revealed transformative learning occurs in both pedagogical and andragogical learning settings. Wang and his coauthors compared Mezirows seminal theory of transformative learning with Confucianism and found, through reviewing the literature in China, that Confucius first addressed transformative learning as rectification of the mind and emphasized silent reflection. Closely connected to transformative learning is andragogical curriculum and his research has focused on Ralph Tylers pedagogical fundamental questions, Malcolm Knowles seven-step instructional process, as well as theories by Stephen Brookfield (critical theory) and Patricia Crantons Transformative Learning Theory (newer version of Mezirows theory).