Pedagogy & Andragogy
Pedagogy & Andragogy
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Pedagogy and Andragogy are both terms that describe approaches to teaching, but they differ based on the age and needs of the learners. Here’s a clear comparison
Pedagogy - The art and science of teaching children.
Pedagogy - The art and science of teaching children.
Learner is dependent: The teacher directs what, how, and when something is learned.
Content-centered: Curriculum is predetermined and focuses on foundational knowledge.
Motivation is external: Rewards, grades, and approval are common motivators.
Learning is subject-based: Organized around subjects (math, history, etc.).
Role of teacher: Authority figure and primary source of knowledge.
Andragogy (Malcolm Knowles) - The art and science of teaching adults.
Andragogy (Malcolm Knowles) - The art and science of teaching adults.
Learner is self-directed: Adults take responsibility for their own learning.
Experience is a resource: Learners bring prior knowledge and experiences.
Motivation is internal: Driven by goals, personal growth, relevance.
Learning is problem-centered: Focused on real-world application and problem-solving.
Role of instructor: Facilitator or guide rather than sole authority.
Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education. According to Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning. (Kearsley, 2010).
The term andragogy can be supposedly equivalent to the term pedagogy. Andragogy in Greek means man-leading in comparison to pedagogy, which in Greek means child-leading. However, it should be noted that the term pedagogy has been used since the Ancient Greek times, while Alexander Kapp, a German educator, first used the term andragogy in 1833.
Pillar 1 Self-Concept
As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being.
Pillar 2 Adult Learner Experience
As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
Pillar 3 Readiness to Learn
As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
Pillar 4 Orientation to Learn
As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject-centeredness to one of problem-centeredness.
Pillar 5 Motivation to Learn
As a person matures the motivation to learn is internal.
Contemplative learning focuses on deep learning through intentional interaction, reflection, and focused awareness. These in conjunction with engaging activities that promote higher level problem solving and introspection.
Contextual teaching and learning involves making learning meaningful to students by connecting to the real world. It draws upon students’ diverse skills, interests, experiences, and cultures and integrates these into what and how students learn and how they are assessed.
The teaching and learning practices listed and described below are designated as “high-impact practices,” or HIPs, based on evidence of significant educational benefits for students who participate in them.
Transparency in any conversation or relationship is so important in supporting and achieving a positive outcome. For classroom learning, transparency takes place in 3 phases - purpose, task, and criteria.
According to Cornell's Center for Teaching Innovation, Problem-Based Learning (PBL) "is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning."
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