21st Century Schools - Pedagogy Must Give Way to Andragogy

One of the more interesting discussions taking place among technology experts is the need for teachers to move from a pedagogical focus to one that features an andragogical approach. The shift comes in direct response to the greater push to implement technology in today’s classrooms.

Defining The Terms
To get a clear indication of the two concepts, pedagogy and andragogy, we turn to Wikpedia. Accordingly, we find the following definition and explanation of the term pedagogy.

“Pedagogy or paedagogy is the art or science of being a teacher. The term generally refers to strategies of instruction, or a style of instruction.

“Pedagogy is also sometimes referred to as the correct use of teaching strategies (see instructional theory). In correlation with those teaching strategies the instructor’s own philosophical beliefs of teaching are harbored and governed by the pupil’s background knowledge and experiences, personal situations, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.”

In contrast, we get the following assessment for the term andragogy:

“Andragogy is the process of engaging adult learners in the structure of the learning experience. The term was originally used by Alexander Kapp (a German educator) in 1833 and was developed into a theory of adult education by the American educator, Malcolm Knowles.

“Knowles held that andragogy (from the Greek words meaning ‘man-leading’) should be distinguished from the more commonly used pedagogy (Greek: ‘child-leading’). The term has been used by some to allow a discussion of the difference between self directed and ‘taught’ education.”

To give readers a simple sense of the true contrast, consider this additional explanation at Wikipedia:

“Knowles’ theory can be stated as four simple postulates:

1. Adults need to be involved in the planning and evaluation of their instruction (Self-concept and Motivation to learn).
2. Experience (including mistakes) provides the basis for learning activities (Experience).
3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life (Readiness to learn).
4. Adult learning is problem-centered rather than content-oriented (Orientation to learning).

Further Contrasting Andragogy and Pedagogy
Marcia L. Conner, at AgeLess Learner, notes that pedagogy embodies teacher-focused education. She writes:

“In the pedagogic model, teachers assume responsibility for making decisions about what will be learned, how it will be learned, and when it will be learned. Teachers direct learning.”

Conner notes that the great teachers of ancient times did not employ such authoritarian techniques. She considers it somewhat surprising that teacher-focused learning came to dominate formal education and attributes one possible source of the approach as coming from the Calvinists “who believed wisdom was evil.” She offers that “they espoused that adults direct, control, and ultimately limit children’s learning to keep them innocent.”

Yet another possible source is that seventh century schools had been organized to prepare young boys for the priesthood. Therefore, these schools “found indoctrination an effective approach to instill beliefs, faith, and ritual. Many centuries later, organized schools adopted a similar approach although the outcome was supposed to be neither innocence nor a cloistered life.”

Whatever the case, the teacher-centered model became the norm. Conner quotes from the work of Eduard C. Lindeman in The Meaning of Adult Education as to how the pedagogical focus even worked its way into the field of adult education.

“Our academic system has grown in reverse order. Subjects and teachers constitute the starting point, [learners] are secondary,” wrote Lindeman. “In conventional education the [learner] is required to adjust himself to an established curriculum….Too much of learning consists of vicarious substitution of someone else’s experience and knowledge. Psychology teaches us that we learn what we do….Experience is the adult learner’s living textbook.”

Taking Issue with Pedagogy
Conner is in concert with those who feel that the pedagogical approach is detrimental to children. She writes, “Even good-intentioned educators can squelch naturally inquisitive instincts by controlling the learning environment. By adulthood, some people view learning as a chore and a burden.”

Instead, Connor notes that teachers need to consider an andragogic approach. She cites the book “The Adult Learner: A Neglected Species” by Malcolm Knowles as building upon the work of Lindeman. In his work, Knowles borrowed the term andragogy, but Conner notes that soon thereafter the term took on a broader meaning.

In her assessment, Connor cites five considerations for an andragogic approach to formal learning:

• learners must know why something is important to learn;
• learners must be shown how to direct themselves through information;
• topics must be related to the learners’ experiences;
• people will not learn until they are ready and motivated to learn;
• and therefore teachers must help learners overcome inhibitions, behaviors, and beliefs about learning.

Connor goes on to add that it is unfortunate that “andragogy usually is cited in education texts as the way adults learn.” She goes on to point out that Knowles recognized that “four of andragogy’s five key assumptions apply equally to adults and children.” The only factor of variation is that “children have fewer experiences and pre-established beliefs than adults and thus have less to relate.”

New Era Demands an Andragogical Approach
It is clear in Conner’s eyes, and others who have embraced technology as a learning tool, that today’s information age has enormous implications for educators. We have noted previously the model of the ‘sage on the stage’ giving way to ‘guide on the side.’

In essence it is a move from teacher-centered to learner-centered education. Conner notes further, “Postponing or suppressing this move will slow our ability to learn new technology and gain competitive advantage.

“How can we expect to analyze and synthesize so much information if we turn to others to determine what should be learned, how it will be learned, and when it will be learned?”

Conner is unequivocal and matches those of a new breed of educators:

“To succeed, we must unlearn our teacher-reliance. We must take it upon ourselves to meet our learning needs and demand training providers do the same. To know our demands, we must know how we process information.”

Clearly, to ensure that educators meet the needs of the 21st century learner, teachers must realize that traditional pedagogy, while once the norm, was never as effective as it was made out to be. To properly implement technology in the classroom setting educators must begin to use an andragogical approach with learners of all ages.