Etymology and Generalization
The word derives from the Greek ἀνήρ (άndras) or “man” which means “adult”] and άγω (ago) to "lead"; so it literally means, "to lead the man.”
In andragogical instruction, the learner develops in depth knowledge of self and others through guided interaction that evokes the affective component of learning to motivate fulfillment of maximum potential. Learning strategies focus on mature learning with a mentor that encourages, enables the mature learner by providing access to appropriate resources, and refrains from obtrusive interference. This is consistent with the Humanism of Maslow, 1954; Rogers 1951, 1993; Glasser, 1984, 1996; and Motschnig-Pitrik, 2005. This learning is a needs based, adaptive, holistic learning where personal interpretation, evaluation, decision making, reasoning, and strategy are developed to give expertise. The learning is a self-directed acquisition, development, and integration of knowledge. Interpersonal/Intrapersonal intelligences are refined so that the learner becomes self-actualized with intrinsic motivation toward accomplishment. The learner adapts prior knowledge to new experience with others and the environment to develop knowledge of synergy. The level of learning is high order learning where strategy, expertise, procedural knowledge, reasoning, and analytical abilities are developed.
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Famous quotes containing the word etymology:
“Semantically, taste is rich and confusing, its etymology as odd and interesting as that of “style.” But while style—deriving from the stylus or pointed rod which Roman scribes used to make marks on wax tablets—suggests activity, taste is more passive.... Etymologically, the word we use derives from the Old French, meaning touch or feel, a sense that is preserved in the current Italian word for a keyboard, tastiera.”
—Stephen Bayley, British historian, art critic. “Taste: The Story of an Idea,” Taste: The Secret Meaning of Things, Random House (1991)