Pedagogy and Andragogy

Meaning
Pedagogue is defined as a schoolteacher. One who instructs in a pedantic or dogmatic manner. In the pedagogic model, teachers assume responsibility for making decisions about what is learned, and how and when something will be learned.

Andragogy

By definition of an adult is someone who has achieved the self concept of being responsible for their own life.

Adult Learning: Theories, Assumptions, and Perspectives The art and science of helping adults learn

Andragogy Defined
The term andragogy is based on the Greek work aner (with the stem andr-) meaning man not boy (Platos idea that adults continue to learn) The Modern Practice of Adult Education: Andragogy

versus Pedagogy (1970) Malcolm Knowles

 Knowles defines andragogy as the art and science of helping adults learn in contrast with pedagogy, which concerns helping children learn

 ANDRAGOGY Adults are Autonomous and Self -Directed.

Adults Have Accumulated a Foundation of Life

Experiences and Knowledge. Adults are Relevancy-oriented Adults are Goal-oriented

 Adults are likely to resist learning conditions that conflict with their self concept.

Adults need to be free to direct themselves.

Trainer must actively involve adult

participants in the learning process and serve as facilitators for them.

A comparison of the assumptions of Pedagogy and Andragogy

ANDRAGOGY Of little worth. methods PEDAGOGY Hence A are rich resource for learning. Hence teaching

teaching

didactic

methods include discussion,

problem-solving etc.

ANDRAGOGY

PEDAGOGY

People learn what society People learn what they need expects them to. So that the curriculum is standardized. Acquisition of subject matter. Curriculum organized by subjects. to know, so that learning programmes organized around life application.

Learning
should be experiences, their learning

experiences
based since around people

are performance centered in

The Learner

Pedagogical 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

Andragogical The learner is self-directed The learner is responsible for his/her own learning Self-evaluation is characteristic of this approach

Role of the Learners 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

The 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

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

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

Motivation for Learning

Primarily motivated by external pressures, competition for grades, and the consequences of failure

Internal motivators: selfesteem, recognition, better quality of life, selfconfidence, self-actualization