Module 1 contents

MODULE 1: THEORY

SECTION 1.3: ANDRAGOGY AND PEDAGOGY

If we accept that learning is best viewed as a continuum, it stands to reason that teaching must necessarily follow suit. That is, a range of teaching methods and flexibility is required by educators in order for learning to be effective. As we shall discuss in this section, in the past fifty years the pendulum of adult education has swung from a traditional teacher-centred approach through to a learner-centred approach, and is finally coming to rest at a mid-point that represents a much more balanced approach.

In the early 1970's, an educator named Malcolm Knowles proposed that adults learn differently than do children and used the term "andragogy" to describe his philosophy of "the art and science of teaching adults." As the table below highlights, andragogy stood in stark contrast to pedagogy, the traditional approach favoured in education at the time. Andragogy represented a radical departure from this.

Note: The terms "andragogy" and "pedagogy" can be a mouthful and as such, many adult educators use the terms "directed" and "facilitated" learning respectively. For the purposes of this course we will use the terms interchangeably throughout the course.

It is also prudent at this point to provide examples of situations involving directed and facilitated learning. MacKeracher (1996) suggests that directed learning "helps learners acquire specific skills and knowledge relevant and essential to specific tasks and performance (driving a car, speaking a foreign language, and becoming a certified plumber)" (p. 218). Another example of a directed learning environment would be the military, in particular at novice levels (e.g., recruit training) in which the teacher is the absolute authority, minimal critical thinking is required, and learners have little or no independence. Facilitating learning, on the other hand, calls for the educator to "act as a catalyst; provide content and process resources; serve as a reflective mirror or alter ego; act as a co-inquirer with learners; and, provide support, guidance and encouragement" (MacKeracher, 1996, p. 220). A graduate student conducting a research study under the guidance of a faculty member would be an excellent example of facilitated learning towards the farthest end of the continuum (i.e., the student is required to hone his/her critical thinking skills, has a collaborative relationship with the teacher, and is permitted a high degree of independence).

To return to the issue of andragogical theory, over time Knowles and many other influential educators came to see that referring to the learning of adults as andragogy children's learning as pedagogy was a misleading distinction. Many children do well when a facilitated teaching approach is used. They are responsible, capable of working collaboratively and building (rather than simply receiving) knowledge. Similarly, some adults prefer the structure of a pedagogical classroom and do not fare well in a less directed learning environment. So, if age and audience are not really the most accurate way of defining the difference between these different approaches, what is?

One major distinction that may be made between directed and facilitated learning are their objectives. Whereas at the farthest point to one end of the continuum directed learning seeks to transmit surface knowledge/skills from teacher to student, facilitated learning at the other end seeks to facilitate the deeper processing of knowledge/skills with the guidance of the teacher. Taylor, Marineau & Fiddler (2000, p. 28) offer the following example of an adult student who has been encouraged to reflect more critically on what she is learning:

…I tried reflecting on my learning as it was happening and I became aware for the first time of some of my blind spots-you know, where I wasn't being at all objective about myself or open to someone else's ideas. This has been a huge awakening for me. Because of learning about reflection, and learning to do it, I am now willing to listen to another person's perspective and weigh it; I'm asking others for feedback about myself … and I can do more generalizing-I'm not so concrete about everything. I just never thought I would have this kind of flexibility.

As we shall discuss in the next section, when learning is viewed in terms of a continuum it's not that far a leap to suggest that teaching must follow suit.

Resources: For resources on andragogy, please click here.

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1.3.1: POINTS TO PONDER

As we move toward the facilitation end of the continuum, the notion of "learner-centredness" takes on increasing importance. Reflect on your own experience as a tutor and think of some examples of how you have made (or could make) your environment more learner-centred.

(Please go to "DISCUSSION OF POINTS TO PONDER” for a discussion of these points and additional activities)