Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom

Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitationa...

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Autores principales:	Whitney Tipton, Stephanie Wideman
Formato:	article
Lenguaje:	EN
Publicado:	Central States Communication Association 2021
Materias:	invitational rhetoric andragogy instricutional communication non-traditional students teaching-philosophy classroom communication Communication. Mass media P87-96 Education L
Acceso en línea:	https://doaj.org/article/a3e571d216ec49588a1b4845322cdf07
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id	oai:doaj.org-article:a3e571d216ec49588a1b4845322cdf07
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spelling	oai:doaj.org-article:a3e571d216ec49588a1b4845322cdf072021-11-04T20:34:20ZToward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom10.31446/JCP.2021.2.162640-45242578-2568https://doaj.org/article/a3e571d216ec49588a1b4845322cdf072021-10-01T00:00:00Zhttps://scholarworks.wmich.edu/jcp/vol5/iss1/16/https://doaj.org/toc/2640-4524https://doaj.org/toc/2578-2568Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can be achieved, we identify opportunities to apply the strategic prongs of invitational rhetoric: (a) offering perspectives and (b) creating external conditions that promote safety, value, and freedom.Whitney TiptonStephanie WidemanCentral States Communication Associationarticleinvitational rhetoricandragogyinstricutional communicationnon-traditional studentsteaching-philosophyclassroom communicationCommunication. Mass mediaP87-96EducationLENJournal of Communication Pedagogy, Vol 5, Pp 156-163 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	invitational rhetoric andragogy instricutional communication non-traditional students teaching-philosophy classroom communication Communication. Mass media P87-96 Education L
spellingShingle	invitational rhetoric andragogy instricutional communication non-traditional students teaching-philosophy classroom communication Communication. Mass media P87-96 Education L Whitney Tipton Stephanie Wideman Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom
description	Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can be achieved, we identify opportunities to apply the strategic prongs of invitational rhetoric: (a) offering perspectives and (b) creating external conditions that promote safety, value, and freedom.
format	article
author	Whitney Tipton Stephanie Wideman
author_facet	Whitney Tipton Stephanie Wideman
author_sort	Whitney Tipton
title	Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom
title_short	Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom
title_full	Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom
title_fullStr	Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom
title_full_unstemmed	Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom
title_sort	toward an invitational andragogy: articulating a teaching philosophy for the andragogic classroom
publisher	Central States Communication Association
publishDate	2021
url	https://doaj.org/article/a3e571d216ec49588a1b4845322cdf07
work_keys_str_mv	AT whitneytipton towardaninvitationalandragogyarticulatingateachingphilosophyfortheandragogicclassroom AT stephaniewideman towardaninvitationalandragogyarticulatingateachingphilosophyfortheandragogicclassroom
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Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom

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