My synthesis of the similarities/differences between Pedagogy, Andragogy, and Heutagogy
Pedagogy: Teacher-directed learning
Andragogy: Self-directed learning
Heutatgogy: Self-determined learning
What is it?
Pedagogy developed in the monastic schools of Europe between the 7th and 12th centuries, and literally means the art and science of teaching children. This pedagogical model concerns the transmitting of knowledge and skills through lectures, assigned readings, drills, quizzes, memorising of facts.
The pedagogical approach is a content model for the transmission of information and skills.
The term ‘andragogy’ was first used in 1833 by the German teacher Alexander Kapp, who used it to describe the educational theory of Plato. It did not prove to be a popular term, and fell into disuse until it was used again in the USA in the 1920’s. Knowles (1980) further defined the term, using it as a means to describe ‘the art and science of helping adults learn.’ Knowles stressed the value of self-actualisation: that the learning process should involve the whole emotional, psychological and intellectual being. Through this approach, adult learners would develop to their full potential with the assistance of the teacher.
The andragogical approach is a process model which provides procedures and resources helping learners acquire information and skills.
In a heutagogical approach to teaching and learning, learners are independent, with an emphasis is placed on development of learner capacity and capability. Through student-centred instruction, akonga self-manage, and the emphasis is on developing autonomy, capacity, and capability. By teaching these life-long learning skills, the goal is that we are producing learners who are well-prepared for the complexities of today’s (and tomorrow’s) workplace. This approach has particular validity for distance education involving the internet, and the way in which a facilitator can use social media to interact with akonga.
Similarities and differences
(a) Pedagogy :
· Teacher led
· The teacher decides what students will learn, how they will learn, and when they will learn new skills.
· Students rely on teachers
· The teacher is the mentor and guide
(b) Andragogy:
· The aim is to find their own solutions to tasks the teacher sets
(c) Heutagogy:
· The aim is to encourage students to find their own challenges
· The teacher a more a coach or facilitator
· Students seek out their own areas to study
· Teachers provide the context to learning and create challenges for them to investigate these ponderings in more depth
Approaches to teaching and learning
(a) Pedagogy:
· The teacher controls, structures and leads learning.
· The teacher sets boundaries and time constraints.
(b) Andragogy:
· Learning is scaffolded
· The goal is to establish some structure so that akonga can be self-directed.
(c) Heutagogy:
· Akonga move from passive participant to motivator, analyst, synthesiser of new knowledge
· Akonga are constantly reflecting on what they are learning, and that in turn leads the way to further learning.
· Students are not just thinking, but are thinking about thinking (metacognition).
Skills needed to teach each discipline:
(a) Pedagogy:
· Teacher needs to be organised and have clear goals in mind.
· Teacher needs to be aware of the needs and skills together with the mindset of each student in order to have all students embrace this new unit of learning.
· Students need to be ‘on time and ready to learn.’
(b) Andragogy:
· Teacher needs to be organised and have clear goals in mind.
· With scaffolded learning, students will be at different places in their journey, so the teacher needs to be aware of this when planning the next session.
(c) Heutagogy:
· Teacher needs to be prepared to lose some control over what is happening in the classroom.
· The teacher also needs to be flexible and able to respond quickly should the learning journey veer in another direction. For learning in this environment is not linear; there may be several paths in the journey the students are taking.
· Students need to be aware that the classroom may be chaotic at times with little apparent progress being made. There will be a need for breakout spaces as not all students are comfortable in this kind of environment.
· It is not just about changing the mindset of teachers; it is also about changing the mindset of students. A measure of maturity is required from all students.
Challenges/Benefits:
(a) Pedagogy:
For the teacher:
· How do we maintain the interest of all students given the current constraints we are dealing with?
· How can we differentiate learning to keep material relevant?
· How can we provide students with a range of learning experiences in order to keep interest high?
For the student:
· How can we convince a teenager of the value of what is being imparted to them?
· For our disadvantaged students – in a climate of prior failure, how can we change the feeling of hopelessness?
· Our teenagers live in a digital world. How can we harness digital technologies so that they feel the same connection?
(b) Andragogy:
For the teacher:
· How can we co-construct learning so that it marries up with the imperatives of curriculum?
· How can we meet deadlines based around current timetable constraints?
For the student:
· Investing time in developing a love of learning: I do not like it when I am asked “Is this worth credits?”
(c) Heutagogy:
· The challenge for teachers is to understand that the benefit of this approach is better preparation for the future world of work, the reality of which we can only dream about. What we do know is that many jobs, particularly low-skill jobs, will be disappearing in the next twenty five years.
· The challenge for students is the need to understand that problem-solving, time management, effective use of technology, and collaboration are all skill needed in the workplace, and that developing those skills now is of benefit for later.
· A huge challenge for those of us in the secondary sector is reality of NCEA. At present is that we have a finite time in which to prepare students for exams at the end of the year. The result is that we need to adopt a pedagogical approach to our teaching in order to meet those essential deadlines.