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This article identifies the basic concepts and structures of pedagogy and andragogy as teaching‐learning strategies for aging adults. The distinguishing characteristics of andragogy are compared with the more traditional pedagogical processes. Andragogy is discussed as a relevant participatory adult education technique. The applicability of andragogy as a preretirement education process is explained and the task‐oriented training model of preretirement education is discussed. Aging adults are found to be competent, capable learners, and the andragogical process is one very effective way of assuring this end.
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Sheldon L. Meyer (1977) studied this question.
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