ANDRAGOGICAL RINCIPLES IN WORKS OF BRITISH EDUCATORS (RETROSPECTIVE ANALYSIS)

Introduction. Absence of unique and clear concept of adult education makes scientists all over the world inquire into this multiform phenomenon. In the article the leading works of the English educationalists of the XXth century concerning adult education definition are analysed, the main periods of the concept development up to the present days are outlined. Purpose. The article is aimed at retrospective analysis of the adult education concept and particularly the analysis of andragogical principles from the pint of view of the leading British scientists. Methods. The methods applied are: analysis (retrospective, comparative) and synthesis, classification and systematization of data, generalization, education studies literature analisys. Results. The research conducted made it possible to find out that adult education in England evolved from the elementary forms (reading, writing, reckoning) to the complex ones (various forms and levels of education). That proves adult education to have become a unique system only in the second half of the XXth century. On the basis of the investigation five main stages were pointed out, each is a qualitatively new cycle of the English adult education formation and development and is determined by the peculiarities of social, political, economical and cultural development of the given country in a definite period. Theoretical foundations of the English adult education concept were laid down at the beginning of the XXth century. At that time the term “adult education” was limited to non-vocational education to remain universal till 1960s. Rapid social, economic and technological changes of the second half of the XXth century led to reconceptualization of the phenomenon of adult learning activity to be necessary lifelong and to include all forms, types and levels of education. Originality. The research reveals the ideas of outstanding British educationalists, namely, D. Legge, K, Reachmond, A. Stock, R.H. Tawney, C. Titmus, P. Jarvis, H. Wildshire, B. Yeaxlee. Their scientific ideas laid the foundation of the adult education concept in Britain and also contributed to the development of the adult education concept worldwide. Conclusion. The works analysed can be taken into account in working out national concept of adult education. Its basic principles, namely, humanization, integrity, democratization, lifelong and goal-oriented learning activity are urgent and suitable for contemporary adult education concept.