KENG (Pedagogyandandragogy)

7/29/2019 KENG (Pedagogyandandragogy)

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Pedagogy and Andragogy


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Meaning

Pedagogue is defined as a schoolteacher. One who

instructs in a pedantic or dogmatic manner. In the

pedagogic model, teachers assume responsibility formaking decisions about what is learned, and how and

when something will be learned.


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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 helpingadults learn


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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


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Knowles defines andragogy as

the art and science of helping

adults learn in contrast with

pedagogy, which concerns helping

children learn


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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


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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 adultparticipants in the learning process and serve

as facilitators for them.


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A comparison of the assumptions of Pedagogy and

Andragogy

ANDRAGOGY

Of little worth. Hence

teaching methods are

didactic

PEDAGOGY

A rich resource for

learning. Hence teaching

methods include discussion,

problem-solving etc.


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ANDRAGOGY

People learn what society

expects them to. So that the

curriculum is standardized.

Acquisition of subject matter.

Curriculum organized by

subjects.

PEDAGOGY

People learn what they need

to know, so that learning

programmes organized

around life application.

Learning experiences

should be based around

experiences, since peopleare performance centered in

their learning


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Pedagogical AndragogicalThe 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

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

R di S d ld h h A h i lik l


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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 gapsbetween where one is now

and where one wants and

needs to be

Orientation toLearning

Learning is a process ofacquiring prescribed subject

matter

Content units are sequenced

according to the logic of the

subject matter

Learners want to perform atask, 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, andthe consequences of failure

Internal motivators: selfesteem,

recognition, better

quality of life, selfconfidence,self-actualization

KENG (Pedagogyandandragogy)

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