ACKNOWLEDGMENTS

This study is a historical and philosophical analysis of significant educational concepts John Wesley espoused during his lifetime form 1703-1791. Specifically this document examines Wesley's use of pedagogical and andragogical principles through the educational undertakings of the early Methodist movement. Throughout John Wesley's lifetime, significant people, institutions and books shaped his philosophy of education. This study identifies and examines these influences on Wesley's approach to education. Utilizing Malcolm Knowles ' work on pedagogy verses andragogy, comparisons in John Wesley's approaches are made. An investigation of Wesley's programs for children and adults provides examples of Wesley's application of these educational principles. Through the avenues of mentoring, leadership development and age-level programs, Wesley established patterns for educating the people involved in the early Methodist movement. Especially through the bands and societies, ordinary individuals, primarily from modest means, became agents for social reform during England's eighteenth century history