Recently I came across the term Andragogy which was used by Alexander Kapp in 1833 and which was adopted by Malcolm Knowles to designate "the art and science of teaching adults". (http://en.wikipedia.org/wiki/Pedagogy).On most websites dealing with andragogy, I found that it should be distinguished from pedagogy, which relates to teaching children. The authors generally state that andragogy, in opposition to pedagogy, builds upon a different (!?) set of assumptions (four or five) about learning.
I must say, that I was astonished when I read what these assumptions are, and I thought, well, if, in the view of these authors, these assumptions differ from those of pedagogy, I wonder what strange concept of pedagogy these authors must have. And, I also wonder what concept of children, childhood and children's learning they must have. Below, I've quoted from five different websites. See for yourself, and try to find for each statement an opposite view that you would associate with pedagogy - meaning the art and science of teaching children. I just couldn't find any.
I don't question the rightness and the usefulness of those statements in general, but I question that there exists a concept of pedagogy that builds on the opposite assumptions, even if sometimes realities of teaching may suggest that there is one. At least, in my personal view, pedagogy and andragogy are not different. To state that there is a difference, is also to state that meaningfulness of learning applies to adults and not to children - which is absurd - nothing more nothing less.From http://tip.psychology.org/knowles.html :
"(…) Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value. (…)"
From http://agelesslearner.com/intros/andragogy.html :
"(…) The andragogic model asserts that five issues be considered and addressed in formal learning. They include (1) letting learners know why something is important to learn, (2) showing learners how to direct themselves through information, and (3) relating the topic to the learners' experiences. In addition, (4) people will not learn until they are ready and motivated to learn. Often this (5) requires helping them overcome inhibitions, behaviors, and beliefs about learning. (…)"
From http://en.wikipedia.org/wiki/Andragogy :
"(…) 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). (…)"
From http://www.infed.org/lifelonglearning/b-andra.htm :
"(…) 1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning. 3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. 4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness. 5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12). (…)"
From http://campustechnology.com/Articles/2008/10/The-Institutional-Path-for-Change-in-This-Age-Andragogy-not-Pedagogy.aspx :
"(…) 1. Letting learners know why something is important to learn 2. Showing learners how to direct themselves through information 3. Relating the topic to the learners' experiences 4. People will not learn until they are ready and motivated to learn 5. Requires helping them overcome inhibitions, behaviors, and beliefs about learning (…)"
