1 Hear and Forget See and Remember… Do and Understand”
1
Hear and Forget
See and
Remember…
Do and
Understand”
Pedagogy, Andragogy, and Heutagogy
3
Pedagogy and Andragogy
What’s the Difference?
4
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.
5
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.
6
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.
7
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).
8
Andragogy
In 1968, Malcolm Knowles proposed “a new
label and a new technology” of adult learning
to distinguish it from pre-adult schooling
9
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
10
Principles of adult learning
Autonomous and self- directed
Life experiences and knowledge
Goal- oriented
Relevancy- oriented
Practical
Respect
11
Adult Education is more effective
when it is experience centered,
related to learner’s real needs
and directed by learners
themselves.
12
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
13
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
14
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
15
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
16
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
17
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.
18
From Pedagogy to
Heutagogy
19
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.
20
Heutagogy
Heutagogy, the study of self-determined
learning, may be viewed as a natural
progression from earlier educational
methodologies – in particular from capability
development.
21
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.
22
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.
23
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.
24
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.