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Hear and Forget

See and

Remember…

Do and

Understand”

Pedagogy, Andragogy, and Heutagogy

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Pedagogy and Andragogy

What’s the Difference?

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Adult Learning

The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920s.

Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself.

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Adult Learning

What we do have is a mosaic of theories,

models, sets of principles, and explanations

that, combined, compose the knowledge base

of adult learning.

Two important pieces of that mosaic are

andragogy and self-directed learning.

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Adult Learning

The first book to report the results of research

on this topic, Thorndike, Bregman, Tilton, and

Woodyard’s Adult Learning (1928), was

published just two years after the founding of

adult education as a professional field of

practice.

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Adult Learning

Lorge focused on adults’ ability to learn rather

than on the speed or rate of learning (that is,

when time pressure was removed), adults up to

age seventy did as well as younger adults.

Today it is recognized that adults score better

on some aspects of intelligence as they age and

worse on others, resulting in a fairly stable

composite measure of intelligence until very

old age (Schaie and Willis, 1986).

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Andragogy

In 1968, Malcolm Knowles proposed “a new

label and a new technology” of adult learning

to distinguish it from pre-adult schooling

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Andragogy (Malcolm Knowles)

Andragogy is the art and science of helping adults learn:

Adults desire and enact a tendency toward self-directedness as they mature

Adults’ experiences are a rich resource for learning. They learn more effectively through experimental activities such as problem solving

Adults are aware of specific learning needs generated by real life

Adults are competency-based learners who wish to apply knowledge to immediate circumstances

A climate of mutual respect is most important for learning: trust, support, and caring are essential components. Learning is pleasant and this should be emphasized

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Principles of adult learning

Autonomous and self- directed

Life experiences and knowledge

Goal- oriented

Relevancy- oriented

Practical

Respect

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Adult Education is more effective

when it is experience centered,

related to learner’s real needs

and directed by learners

themselves.

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The Learner

The learner is dependent

upon the instructor for all

learning

The teacher/instructor

assumes full responsibility

for what is taught and how it

is learned.

The teacher/instructor

evaluates learning

The learner is self-directed

The learner is responsible

for his/her own learning

Self-evaluation is

characteristic of this

approach

Pedagogical Andragogical

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Role of the Learner’s Experience

The learner comes to the activity with little experience that could be tapped as a resource for learning

The experience of the instructor is most influential

Learner brings a greater volume and quality of experience

Adults are a rich resource for one another

Different experiences assure diversity in groups of adults

Experience becomes the source of self-identify

Pedagogical Andragogical

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Readiness to Learn

Students are told what they have to learn in order to advance to the next level of mastery

Any change is likely to trigger a readiness to learn

The need to know in order to perform more effectively in some aspect of one’s life

Ability to assess gaps between where one is now and where one wants and needs to be

Pedagogical Andragogical

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Orientation to Learning

Learning is a process of acquiring prescribed subject matter

Content units are sequenced according to the logic of the subject matter

Learners want to perform a task, solve a problem, live in a more satisfying way

Learning must have relevance to real-life tasks

Learning is organized around life/work situations rather than subject matter units

Pedagogical Andragogical

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Motivation for Learning

Primarily motivated by

external pressures,

competition for grades, and

the consequences of failure

Internal motivators:

selfesteem, recognition,

better quality of life, self-

confidence, self-

actualization

Pedagogical Andragogical

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Andragogy vs. Adult Learning

Knowles revise his thinking as to whether

andragogy was just for adults and pedagogy

just for children.

Between 1970 and 1980 he moved from an

andragogy versus pedagogy position to

representing them on a continuum ranging

from teacher-directed to student-directed

learning.

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From Pedagogy to

Heutagogy

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It is thirty years since Knowles introduced us

to the concept of andragogy as a new way of

approaching adult education.

Much in the world has changed since that time,

and we all know that the rate of change seems

to increase every year.

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Heutagogy

Heutagogy, the study of self-determined

learning, may be viewed as a natural

progression from earlier educational

methodologies – in particular from capability

development.

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Heutagogy

The concept of truly self-determined learning,

called heutagogy, builds on humanistic theory

and approaches to learning described in the

1950s.

It is suggested that heutagogy is appropriate to

the needs of learners in the workplace in the

twenty-first century, particularly in the

development of individual capability.

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The need for Heutagogy

This revolution recognizes the changed world in which we live. A world in which:

information is readily and easily accessible;

change is so rapid that traditional methods of training and education are totally inadequate;

discipline-based knowledge is inappropriate to prepare for living in modern communities and workplaces;

learning is increasingly aligned with what we do;

modern organizational structures require flexible learning practices

There is a need for immediacy of learning.

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A heutagogical approach recognizes the need to be flexible in the learning,

where the teacher provides resources but the learner designs the actual course he or she might take by negotiating the learning.

Thus learners might read around critical issues or questions and determine what is of interest and relevance to them and then negotiate further reading and assessment tasks.

With respect to the latter, assessment becomes more of a learning experience rather than a means to measure attainment.

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As teachers we should concern ourselves with

developing the learner’s capability, not just

embedding discipline-based skills and

knowledge.

We should relinquish any power we deem

ourselves to have.