According to Golan, Anthropogogy is "The study of human learning".
(Greek) – Anthrop
(άνθρωπ) means people and Agy (άγω) means to conduct / lead.
"Anthropogogy
is the science that studies the way students acquire or learn a language. Its sub
classification is:
·
Pedagogy deals with learning processes aged up to
5.
·
Pedagogy deals with learning processes at the
primary level.
·
Hebegogy deals with learning process at the
secondary level.
·
Androgogy deals with learning process of young
adults and adults.
·
Gerontogogy deals with learning process of elder
people."
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. Teaching should be carried
out alongside the comprehensive development of the human being regardless of
his/her biological age. The distinction between a child's learning and an adult's
learning is not relevant because the differences between adults and children
are disappearing. Therefore, the child learner should be treated like an adult
learner.
Felix Adam first
defined the term Anthropogogy in 1977 as: "The science and the art of
permanently teaching and educating a person throughout any period of his/her
psycho-biological development and in the functioning of his/her natural, ergo
logical and social life."
In 1981, K.D Benne
described the term as: "The guideline of learning and education of people
of all ages, as the basis for human survival, highlighting the importance of
controlling the processes of critical thinking and innovation, ability to
listen and communicate with others whose views are contradictory. Provide the
ability to learn how to learn again."
Nir Golan offers a
new definition of Anthropogogy as: "Leading a person (regardless of age)
throughout significant learning towards behavioral change that can be
implemented immediately." (Golan, 2014)
The NIRIC Educational model has five basic principles:
Need
Independent
Renovate
Immediate replay
Community
1. Need
The need is from one
or more of the following zones: Passion, Capabilities and Added value.
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 from their Passion,
Capabilities and Added value zones. Since every person has their own
characteristics and needs, therefore, the most effective way of learning is to
adapt learning to the needs and characteristics of that individual person with
reference to their emotional and mental components, and not only to cognitive
and behavioral aspects.
2. Independent
The freedom to
choose and control the next six parameters of his/her learning process: Duration,
Evaluation, Syllabus, Partners, Space and Methods.
The independent
learner: the perception of oneself as an independent entity. A person sees
him/herself as someone who is self-directed; choosing what to learn, how much
and how to learn it;
·
Duration of the
process, how much time does he/she need.
·
Evaluation tools to
identify gaps and successes during the learning process.
·
Syllabus and the
logic of the subjects order.
·
Partners who would
be better to learn with.
·
Space means the best
digital platform and place for him/her to learn.
·
Methods and tools
that help and support the learning process.
The role of the teacher is not to give ready
answers to predetermined questions, but to help the learner find out for
him/herself what the important questions are and how to answer them. Through
these questions, the dependence – independence conflict will decrease and there
will be fewer objections to learning.
3. Renovate
A new solution or contribution in the Knowledge, Awareness, Perception and Skills fields.
Renovating learning: In the digital age where there is widespread availability of network information, learning should give news and added value to the learner. The type of gap and the ways to address (change/preserve the pattern or behavior)
·
Knowledge: Provide
learner with the necessary information
·
Awareness: Give the learner
examples, evidence of the pattern/ behavior. Explain to him/her the rationale,
the ‘why’. Give him/her some practical tips that will help him/her to pay
attention and be aware of this pattern/ behavior.
·
Perception: Explain
the rationale, the ‘why’; use techniques for changing the Perception.
·
Skills: Tools,
practical tips. Exercise/ practice them.
People approach learning in possession of their
life experiences. For learning to be more significant, the learner needs to
connect the current learning knowledge with his/her prior knowledge. As such,
educators have to find out the prior knowledge of the person and his/her
previous experiences in order to connect it to the learning experience and not
teach him/her things they already know. Thus the person who teaches should
renovate learning.
4. Immediate replay
Technological proficiency
Collaboration
Communication
Global awareness
Problem solving
Creativity
Critical thinking
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.
4. Immediate replay
Technological proficiency
Collaboration
Communication
Global awareness
Problem solving
Creativity
Critical thinking
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.
Technological
proficiency: expertise in all the digital nets and tools.
Collaboration: the ability to
work as a part of a team, required to have a broad view of the project, have
holistic consideration and collaborate more with each other in order to achieve
this goal.
Communication: message transfer
and transformation.
Global awareness: a whole world
vision.
Problem solving: analyzing and
perfectionism.
Creativity: thinking out of
the box.
Critical thinking: evaluation skills.
Strong critical thinkers ask themselves, “Why am I wrong?” They plot out at
least three reasons/questions at all times (What is my opinion? What are
the best counter-arguments? What is my rebuttal- if there is one?). Critical
thinkers are willing to live in the dissonance of not having the perfect
solution to a problem because finding the truth is more important than winning
the argument.
5.
Community
Learning in a Community improves learning
motivation while using People, Authority, Praise, Reward, Prestige and team
Mission.
The basic need of a person today is to belong
to "something bigger than me" shared with other people. Learning in a
community fulfills this need and increases inner Authority. A learning
community convenes regularly and frequently during the workday to engage in
collaborative professional learning to strengthen practices and increase
results using public Praise, Reward and Prestige. Learning community
members are accountable to one another to achieve the shared goals of the
organization according to the Mission and work in transparent, authentic
settings that support their improvement.
Golan's new
definition of Anthropogogy "Leading a person (regardless of age)
throughout significant learning towards behavioral change that can be
implemented immediately", is best accomplished by using NIRIC Educational model: Need,
Independent, Renovate, Immediate replay and Community.
