Pedagogy and Andragogy
In general, pedagogy and andragogy are both forms of learning and education. However, based from the origin of the two terms, pedagogy and andragogy differs in the field of study that each covers. As it was defined and considered by some philosophers, pedagogy and andragogy differs in terms of the age of the learners and in terms of the methods of learning and teaching required.
According to Knowles, as indicated by Holmes and Abington-Cooper in their Pedagogy vs. Andragogy, the term pedagogy is defined as the art and science of teaching children"
The pedagogical model characterizes learning as a systematic transfer of knowledge and skills (Holmes & Abington-Cooper) that involves lectures, readings, examinations, memorization, etc. The assumption on this model was based on the scientific study that the monks of the 7th to 12th century had made on the reactions of children in their learning process. The pedagogical model is considered a form of dependent learning in which the learners rely on what the teacher instructs. Hence, it is sometimes called as a teacher-directed-learning.
On the other hand, the term andragogy, as defined by Knowles (Holmes & Abington-Cooper), was stated as the art and science of helping adults to learn"
The andragogical model focuses on the learning process of adults in which time combined with the individuality...
Pedagogical and Andragogical Learning Approaches in Adult Learners There are a number of fundamental differences between pedagogical and andragogical approaches to both instruction and learning. However, the principle point of distinction between the two is this: the former is designed for young learners (Miemstra and Sisco, 1990) and for those who have a circumscribed amount of information and life experience to bring to a particular subject, whereas the latter is
Adult and Organizational LearningSummaryThis paper describes the importance of leaders adopting an andragogical approach to the education of workers to facilitate organizational learning and organizational transformation. It also discusses the role that humor can play in creating an atmosphere of levity that helps to relax workers and bring them together in a harmonious manner. In an environment where workers are afraid to make mistakes, learning potential is curbed and limited.
Nursing -- Annotated Bibliography Annotated Bibliography Case, Bette. (1996). Breathing AIR into adult learning. Journal of Continuing Education in Nursing, 27(4), 148-158. Bette Case reviews an organizational scheme for adult learning called 'AIR', short for active involvement, individual differences, and relevance and motivation. Of the three learning strategies, active involvement is given the most attention. Active involvement seems to capture any learning technique that empowers the students and moves beyond the traditional didactic
Graduate Certificate Nursing Education Learning of Anorexia Nervosa & Handling Its Patients Final Learning Report DESCRIPTION OF OBJECTIVES & THEIR STATUS Drafting a learning contract and adhering to it along with constant support from my supervisor, was an effective activity which constituted of four weeks. every objective had a milestone plan and necessary measures which were required to be taken for achieving them. Self-expectation after reaching these goals was also documented in order to
This is counter to the points made later in the article regarding distance education theory (Najjar, 2008) and its impact on a more individualized approach to distance instruction. Arguably the impact of higher-speed collaborative technologies of which the Internet is the most pervasive are shifting these theories and making dialogue-based theories, including social networking-based concepts of shared collaboration more relevant and effective. The use of collaborative classrooms online for
The message from this simple analysis is clear: people interpret reality in different way ways. In Bandura's view, internal reinforcement is a potent force for enhancing or bolstering the mental states of individuals. Hence a feeling of pride, satisfaction and accomplishment helps both to enhance the individual's cognitive development as well as the learning process. 3. Learning does not always precipitate change in behavior. In other words, people do not
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