Learning approach is based on a distinction between a
pedagogical, an androgogical and anthropogogical form of teaching.
The three approaches of teaching can be distinguished by
their different perceptions of the relations between subject matter, teacher
and student.
The pedagogical approach is based on L.
Wittgenstein's idea that the teacher is the expert within a language game and
that teaching is to be seen as the teacher's communication of expert knowledge
to the student. Learning is the student's acquisition of this knowledge. Prior
to the classroom teaching, the teacher defines clear learning objectives and
chooses the subject matter that is to be worked with in the classroom. The
subject matter is selected so that it distributes the quantity of information
that the teacher believes is relevant to the student in relation to the given
topic. The teacher and the subject are in the center and not the student.
After teaching, the teacher will be able to compare the
student's learning outcomes with the learning objectives that the teacher
defined before the teaching begun. The student's learning outcome can be tested
through closed tasks and tests.
The androgogical approach of teaching is based on J.
Dewey's idea that student has an inherent basis of knowledge that can be
developed through interaction with the outside world and solving problems.
Learning is seen as the student's development of this inherent basis of
knowledge. The teacher chooses a subject matter, which could make it possible
for the student to experience what is relevant and to define and solve
authentic problems. In the learning situation, the student chooses to work with
the parts of the subject matter that he or she finds relevant and then uses this
part of the subject matter as a basis for solving problem. The student's
learning outcome can be tested through case assignments and simulations, where
the student can show that he or she can use gained experience within different
context.
Nir Golan, an educational and leadership expert, suggests
combining the terms Pedagogy (child learning) and Androgogy (male /
adult learning), into one term, Anthropogogy: to mean human
learning.
The Anthropogogy approach assumes that the distinction
between children and adults is no longer relevant in the digital age and that
each student should be treated as a 'whole' person irrespective of their age.
According to Golan, Anthropogogy has five basic
principles:
1. The
independent learner:
A person sees him/herself as someone
who is self-directed; choosing what to learn, how much and how to learn it as
an independent entity. Digital learners (DL) prefer to access information
quickly from multiple-media source: prefer processing pictures, sounds, colors
and video before text.
2. Adapting
learning to that person's needs:
The person is ready to learn when
he/she needs that specific learning process, and it is incorporated into daily
tasks and social functioning. He/she sees that the learning process serves
his/her personal development. DLs prefer parallel processing and
multitasking and to learn "just in time".
3. Renovating
learning:
In the digital age where there is
widespread availability of network information, learning should give news and
added value to the learner. DLs prefer to
network simultaneously with others and random access to hyper-linked multimedia
information
4. Immediate
and practical learning:
The main motive for human learning is
for problem solving. The learner has a need for the immediate application of
the learned material, so learning has to be more focused in giving solutions to
the particular problem. Learning which cannot be implemented immediately is
perceived as a waste of time. DLs prefer instant gratification and immediate
rewards.
5. Learning
in Community:
The basic need of a person today is
belonging to "something bigger than me". Learning in community fulfills
this need.
Learning community convenes regularly and frequently during the workday to
engage in collaborative professional learning to strengthen practices and
increase results. Learning community members are accountable to one another to
achieve the shared goals of the organization and work in transparent, authentic
settings that support their improvement.
The anthropogogical approach of teaching is based on
K. E. Løgstrup's idea that knowledge is created thought an equal exchange of
many different individual's perception of the world. The Danish
theologian-philosopher K. E. Løgstrup is second in reputation in his homeland
only to Søren Kierkegaard. K. E. Løgstrup presents his theory of using
phenomenology in understanding our ethical decisions. According to Løgstrup,
phenomenology not only provides an understanding of human existence but also of
ethics, through examination of the phenomena of ethical concepts. Learning is
the student's participation in this exchange. The teacher and student jointly
select the subject matter that is to be worked with in the classroom, according
to the student's needs. They are equal in this process, just as they are in
their efforts to the stages of the anthropological significant learning model,
and produce common knowledge within the field.
Society has created these anthropogogical learners. When
they discover something they like, they are excited to share it with their
friends using digital devices and social media tools. This is how they want
their educational experience to be. Anthropogogical learners want to learn
collaboratively in community and to apply what they have learned through
creative path-way. They prefer learning on their own time and on their own
terms and want to be involved in real-life issues that matter to them.
Educators need to think about their own behaviors in the anthropogogy age and
work to apply them for the betterment of learners of all ages.
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