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Hear and Forget See and Remember Do and
Understand
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Pedagogy, Andragogy, and Heutagogy
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Pedagogy and Andragogy Whats 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
  Woodyards 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 learners real
needs and directed by learners themselves.
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The Learner
Pedagogical
Andragogical

• 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

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Role of the Learners Experience
Pedagogical
Andragogical

• 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

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Readiness to Learn
Pedagogical
Andragogical

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

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Orientation to Learning
Pedagogical
Andragogical

• 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

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Motivation for Learning
Pedagogical
Andragogical

• 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

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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 learners capability, not just
  embedding discipline-based skills and knowledge.
• We should relinquish any power we deem ourselves
  to have.