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From Andragogy to Heutagogy

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Saved by 39 people (-4 private), first by anonymouse user on 2008-02-05


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It was always the teacher who decided what the learner needed to know, and indeed, how the knowledge and skills should be taught

Highlighted by jarrod74

The idea that, given the right environment, people can learn and be self-directed in the way learning is applied is not new

Highlighted by jarrod74

The idea that, given the right environment, people can learn and be self-directed in the way learning is applied is not new and has been an important humanistic theme that can be followed through the philosopher Heider (Emery, 1974), phenomenology (Rogers, 1951), systems thinking (Emery and Trist, 1965), double loop and organisational learning (Argyris & Schon, 1996), androgogy (Knowles, 1984), learner managed learning (Graves, 1993; Long, 1990), action learning (Kemmis & McTaggart, 1998), Capability (Stephenson, 1992), and work-based learning (Gattegno, 1996; Hase, 1998).

Highlighted by shanta

as Bill Ford (1997) eloquently puts it 'knowledge sharing' rather than 'knowledge hoarding'. In this respect heutagogy looks to the future in which knowing how to learn will be a fundamental skill given the pace of innovation and the changing structure of communities and workplaces.

Highlighted by jarrod74

Success is based on attending to narrow stimuli presented by a teacher, an ability to remember that which is not understood, and repeated rehearsal (Emery, 1974, p.2).

Highlighted by jarrod74

Rogers (1969) suggests that people want to learn and have a natural inclination to do so throughout their life. Indeed he argues strongly that teacher-centred learning has been grossly over emphasised. He based his student-centred approach on five key hypotheses:

  • We cannot teach another person directly: we can only facilitate learning;
  • People learn significantly only those things that they perceive as being involved in the maintenance or enhancement of the structure of self;
  • Experience which if assimilated would involve a change in the organisation of self tends to be resisted through denial or distortion of symbolisation, and the structure and organisation of self appear to become more rigid under threat;
  • Experience which is perceived as inconsistent with the self can only be assimilated if the current organisation of self is relaxed and expanded to include it; and
  • The educational system which most effectively promotes significant learning is one in which threat to the self, as learner, is reduced to a minimum".

Highlighted by jarrod74

The reasons for this lack of change might be found in the way in which managers are trained or maybe not trained. There is a heavy emphasis in our management schools and in organisations on the technical aspects of management. The plethora of short management training programs attests to the simplistic approaches we take in addressing management deficiency. A heutagogical approach would develop the capability not just the competency of managers. We might then see more innovative approaches to fully enabling people to express their capability (and further develop it by doing so) such as that found recently in a major mining and construction company (Davis & Hase, 1999) and in other Australian commercial and government organisations (Hase, Cairns & Malloch, 1998)

Highlighted by devijvers