The spread of the term even within the core of facilitators was very low, although the concept has been implemented one way or another with many limitations that have been balanced by the practice more than by the scientific underpinnings outlined by scholars. Eduard C. Lindeman (1885-1953) is another of the great figures in the generation of concepts of adult education and training of thinking about informal education. It was the first American to use the term in two of his writings. Malcolm S. Knowles, (1913-1997) is considered the father of adult education. Introduced the theory of andragogy as the art and science of helping adults learn.
He believed that adults need to be active participants in their own learning. Knowles stated that adults learn differently from children and coaches in their role as facilitators of learning should use a different process to facilitate this learning. In recent months, US Senator from Vermont has been very successful. To Knowles, there are five factors that are detailed below, which differentiate between adults and children. In his book The Modern Practice of Adult Education: Andragogy Versus Pedagogy "of 1970, introduced his Model Andragogic. UNESCO took up the concept in place of the expression of Adult Education, under the interest in the process of training and continuing education for adult men and women, differentially to the formation of children and adolescents. Yturralde says "In our organization, along these two recent decades, we have trained over 40,000 students from different productive sectors and since our founding, we offer free lectures to students in their final years of school to support their transition to their integration into adult life, and yes that is a difference in the behaviors and interests of the two types of audiences. Teachers equipped with a special forbearance, have to apply different methodologies to corporate trainers or facilitators, two approaches, two goals, two different markets.
"To John Dewey, (1938)" all genuine education takes place through experience. "Dewey believes that experiential learning is active and generates changes in people and their environments, and not only goes into the body and soul of the learner, but uses and transforms the physical and social environments that are very important to us indicates that andragogical processes stimulate thinking, promote constructive discussion of ideas, encouraging dialogue, causes points views, ideas and innovations and also leads to rethinking proposed as a result of the confrontation of individual skills and group conclusions. We must not forget as well indicates that adults are more motivated to learn by internal factors such as development of our self-esteem, rewards such as pay raises, promotions, needs evolved, described by Abraham H. Maslow in his "Hierarchy of Needs." Although we can possibly find people who seek to avoid participating in the learning process by several factors such as fear, lack of security, shame, among other factors. Humans often do more to stop their greatest fears, what makes for achieving their aspirations, but is part of a reality. Interesting is to discuss what the teacher's work is termed andragogic on this is discussed, which is a competent facilitator in the process of transfer of knowledge and experience transfer. The andragogic ceased to be the instructor, it must fulfill several roles: facilitator, transmitter information, sensitizing agent, agent of change agent relationship, mentor, coach, mentor Andragogic facilitates the interpersonal interactions and organizes the educational activity, the main actor is the Participant, as a partner in learning. Do not forget that in a learning environment, where the group has its share of responsibility, a Participant may become a resource for another. The exchanges provide a dynamic transaction