Malcolm Knowles claims andragogy is the art and science of teaching adults and sets out six assumptions. However, andragogy is not all about learning--the assumptions demonstrate how the theory lays out a humanist view of learners and their potential for growth, with implications for teaching, social philosophy, and human relationships. Andragogy can be considered an approach to the education and development of adults strongly rooted in the disciplinary needs of adult education in the 1960s, but providing little insight into learning other than a set of assumptions about learners. Despite Knowles' claim that the framework could be applied to any adult learning setting, critiques from such individuals as Tisdell, Grace, and Rachal make it essential to recognize that andragogy only addresses certain types of learning at certain times. Furthermore, andragogy cannot be claimed as the distinguishing feature of adult education as a field. It does not provide a clear delineation between what can be considered education of children and that of adults and adult education and human resource development. In the future, andragogy will maintain its role as a necessary component of the field's shared knowledge, but it is highly unlikely to be viewed as sufficient to explain or shape the education of adults. (Contains 15 references) (YLB)