ABSTRACT
Because of the variety, dissimilarity and lack of interrelatedness, due to the social, cultural, economic, political, technical and scientific conditions in which research in adult education is carried on, this chapter analyses various ways in which scientific solutions might be developed and offered, focusing on description rather than on a hierarchical classification of research findings. Pedagogy developed primarily as inquiry into the laws underlying teaching and learning, and as a search for more generalised understanding of these laws. At the beginning of the development of andragogy scientists were concerned mostly with formulating fundamental categories and laws underlying adult education. Gradually out of general andragogy there evolved other andragogic subdisciplines, which deal with specific spheres of adult education. They are andragogic didactics, industrial andragogy, rural andragogy, leisure-time andragogy, family andragogy, penologic andragogy and so on. Adult education has its roots in the pre-school and school periods. Motivation is a significant factor for the prospective integration of education into life and work.
