A philosophy for teaching and learning in emerging adulthood (original) (raw)

Childhood Learning vs. Adulthood Learning: The Theory of Pedagogy and Andragogy

US-China Education Review A, 2016

From time in memorial, learning as a construct has been a significant and fundamental part of human growth, and development. But understanding and harmonizing the context of learning in childhood and adulthood can present a complex scenario. This paper reviewes three theories of childhood learning vs. adulthood learning and compare them to the theory of pedagogy and andragogy in education. It finds using reflective discourse and document analysis, that while there are distinction in pedagogy and andragogy, in the same vain; both concepts can also connect and overlap in learning circumstances and practical applications in education. This is important in understanding the modern child and adult learner.

‘Philosophical Foundations of Adult Education’ by J.L.Elias and S.B.Merriam

Journal of Adult and Continuing Education, 11(2), 4, 213-214, 2005

A decade after the second edition, and 25 years after the initial publication of the Philosophical Foundations of Adult Education, Elias and Merriam return with a substantially revised third edition/version. The new edition arose out of the need to update the conceptual developments in adult education's schools of thought. This contribution is all the more significant due to the considerable lack of literature offering a concise and systematic account on the philosophical foundations of the field. Oriented towards both new and experienced practitioners, Elias and Merriam aim to fill this gap by providing a structured overview of all the main theoretical currents that have shaped adult education's thought and practice. They introduce their work by asserting the importance of philosophy and its close relationship to practice. Applying the discussion to adult education, they make the case that philosophy can assist educators in becoming more critical and competent in their work. Contemplation on issues such as the purpose of education, the role of the educator, and students' contribution in the classroom, is claimed to be essential as 'true professionals know not only what they are to do, but are also aware of the principles and the reasons for acting so'. This comprehensible introduction, aimed particularly at those who might be put off by the term 'philosophy', seems to successfully overcome the dichotomy between theory and practice and makes one eager to embark on the reading of the book's main body. The authors identify seven theoretical perspectives that have influenced adult education. These are the liberal, progressive, behaviourist, humanistic, radical/critical, analytic and postmodern philosophies. These are thoroughly analysed in chapters that begin with contextualising each tradition in its historical roots, and continue with considering their basic assumptions and principles, their theoretical implications for adult education and examples from practice. Finally, the chapters conclude with a short evaluation of strengths and weaknesses as identified in the wider literature. The task of presenting whole bodies of theory in chapters of approximately thirty pages is not an easy one but the particular structure is helpful. At points the text becomes very condensed. While this demands full attention on the part of the reader, it also makes the book all the more interesting. Overall the book is both accessible and informative. Unfortunately, it is only at the epilogue that the authors acknowledge and discuss the interconnections between the different philosophical perspectives. Obviously, there are some similarities as well as influences among the various schools of thought and these links can be traced throughout the whole book. Thus, for example, humanism is often referred to under the discussion of liberalism, and authors such as Rogers and Freire are mentioned alongside Lindeman in the chapter on progressive education. Indeed this would not be an issue to those already acquainted with the theory of adult education, but the book is also aimed at novices, and this lack of clarity could raise questions. Furthermore , it might have been more helpful if the explanation of the grounds for choosing this particular typology were not left to the concluding part of the book.

Emerging pedagogies for effective adult learning: From andragogy to heutagogy

Archives of Medicine and Health Sciences, 2018

Understanding the way the student learns effectively is important for teachers so that they can then more effectively design their learning experiences. As the student in the health profession education progress across the long period and phases of learning from being an advanced beginner in a wider range of competencies during Undergraduate (UG) to becoming proficiently competent in areas of their specialization during their Postgraduate (PG) period and then after professional specialization while engaging in learning for expertise on-the-job during early professional development, they transition from a low learner maturity phase to full learner autonomy where they determine what and how to learn. Whereas pedagogy with high degree of teacher control matches low learner maturity, as the learners become more autonomous, teachers face the dilemma about how much they need to let go of their power and control to transition from “sage-on-stage” to “guide-on-the-side”. This article examines some of these dilemmas and attempts to suggest use of effective pedagogies (teaching methods) that match the transition of the adult learner engaged in the art and science of healing and progressing through the professional course's stages of competence progression from being a novice to a competent professional and after their formal professional qualification to help them reach expertise and improve quality of care by engaging in continuing professional development (CPD). This knowledge about learner maturity and adult learning principles will also help diagnose and address learner's problems and obstacles to effective learning that is happening at the institutional level.

The Role of Pedagogy in the Education of a Mature Person

Theoretical & Applied Science, 2019

ISRA (India) = 3.117 ISI (Dubai, UAE) = 0.829 GIF (Australia) = 0.564 JIF = 1.500 SIS (USA) = 0.912 РИНЦ (Russia) = 0.156 ESJI (KZ) = 8.716 SJIF (Morocco) = 5.667 ICV (Poland) = 6.630 PIF (India) = 1.940 IBI (India) = 4.260 OAJI (USA) =

Transformations toward mature thinking : challenges for Education and Learning

Transitions and transformations in learning and education (pp. 51-66). Dordrecht: Springer. P. Tynjälä, M.-L. Stenström, & M. Saarnivaara (Eds.), , 2012

In this chapter, adult cognitive development and its transformation are explored in the context of a rapidly changing postmodern world. This chapter presents and describes three models of adult cognitive development and their educational implications. The models presented are Basseches’ model of dialectical thinking, Kuhn’s model of epistemological development, and Baxter Magolda’s model of the development of self-authorship. These models are described in greater detail because they present advanced forms of adult cognitive development but also because of the challenge they pose to educational practices. These models open possibilities for understanding educational practices and learning especially in higher education and adult life, as adulthood sets new challenges for the individual’s growth and learning with its own unique tasks and various transitions. In conclusion, it is suggested that integrative pedagogy and integrative thinking are suitable models for education in developing these forms of thinking. Integrative pedagogy and practices require knowledge construction and new ways of thinking. In integrative pedagogy, the learning environments are designed so as to fuse theoretical, practical, self-regulated, and sociocultural knowledge, which in turn enables students to practice integrative thinking

14. university News Paradigm Shift-Pedagogy to Andragogy to Heutagogy in Higher Education.pdf

University News , 2018

Education has historically been a core concept in societies. Over the years we have seen shift in paradigms of educational thought with innovative trends and reforms in education. Locke, Dewey, Piaget, Montessori are only some of the contributors in the field of education. It is very difficult for the educational paradigm of the age to serve the so called virtual campus of the digital era as there is a movement from campus based learning to virtual education. The 21 st century higher education sector has come a long way after undergoing continuous alteration from pedagogy to andragogy. Heutagogy a form of self determined learning with practices and principles rooted in andragogy has recently resurfaced as a learning approach in higher education. In the heutagogical approach learners are required to decide upon what to learn and how to learn and therefore the control of the learning process is on the learner and the role of the teacher becomes that of a navigator. In a heutagogical approach of teaching and learning students are highly autonomous and self determined and emphasis is placed on development of their capacity and capability with the goal of producing generation next well prepared for the intricacies of today's workplace. Initially this approach has been projected as a theory for applying to emerging technologies in distance education but has provided a basis for discussion into heutagogy as a theory for guiding the use of new technologies in higher education.