Pedagogy and Andragogy Module Details 1. Subject Name Adult Education 2. Paper Name Teaching Techniques 3. Module Name Pedagogy and Andragogy 4. Module Number 6.4 5. Principal Investigator Prof. Vandana Chakrabarti, Director, Lifelong Learning & Extension, SNDT Women’s University, Mumbai 6. Paper Coordinator Dr. Asha Patil, Associate Professor, Department of Continuing & Adult Education & Extension, SNDT Women’s University, Mumbai 7. Content writer Dr. Rohini Sudhakar, Associate Professor. , Department of Continuing and Adult Education & Extension Work, SNDT Women’s University, Mumbai 8. Content Reviewer Dr. Asha Patil, Associate Professor, Department of Continuing & Adult Education & Extension, SNDT Women’s University, Mumbai Content Outline Introduction Objectives of the module Pedagogy Andragogy Knowles’s five assumptions - Self-concept - Experience - Readiness to learn - Orientation - Motivation Knowles’ concept of Learning - Set the climate - Planning - Need assessment 1 - Frame the objectives - Learning experience design - Evaluation Andragogy and UNESCO Difference between pedagogy and andragogy Similarities in pedagogy and andragogy Summary Introduction The community organizers while organizing the community for planned change needs to educate the community for various reasons. They have to ensure that community is provided with learning opportunities. Those involved in the field of education that is teaching learning process, need to develop self, to study issues related to self, and identity, human relationship, adult-child gaps, assumptions, beliefs and attitudes. Knowledge of the terms ‘andragogy’and ‘pedagogy’ is important to work in the field of adult and lifelong learning. As the facilitators of adult learning process, one has to have adequate understanding of how children and adults learn. Objectives of the module At the end of the session learners will be able: 1. To analyze definitions of Pedagogy and Andragogy 3. To differentiate between Pedagogy and Andragogy 4. To know the principles of Pedagogy and Andragogy 5. To comprehend assumptions of Andragogy 5. To comprehend how to use Andragogy as a method of Lifelong Learning Pedagogy The word pedagogy is derived from the Greek word pedagogue came to mean “teacher”, which simply means to lead. It is traditional transmission focused learning. Pedagogy is the art and science of teaching children. The word pedagogy often means simply teaching. Pedagogy is the method and practice of teaching. The term pedagogy is used depending on the subject method and its practice viz., pedagogy of language, pedagogy of science, e-pedagogy, etc. The modern pedagogy derives its inspiration more from sociological and anthropological insights on education. There is increasing recognition of the worth and potential of social context as a source for rejuvenating teaching and learning. Multi-cultural education and teaching for diversity are the needs of contemporary times. (NCF; 2009). Pedagogy courses will need to be designed to address different stages of education: preschool, elementary (primary and upper primary), secondary as well as senior secondary ( ibid). Skinner related behaviourism and apparent conditioning to educational practice to train learners in survival skills for self and society. Skinner’s behaviourist views shaped the contemporary education of both children and adults. According to Skinner, teacher was 2 to reinforce behaviours that would develop social skills of learners and extinguish behaviours that did not. Gandhi’s’ pedagogy wished to bring together head, heart and hands. He did not want the education system of India to get influenced by colonial education. Gandhi in his pedagogy, believed in teaching – learning through exemplary action rather than imposing principles. Gandhi was careful to not reproduce moral violence emerging from hate and contempt of other persons. Tagore was inspired by indigenous values, culture and Upanishadic thoughts about self’s relationship with nature and world. Tagore’s pedagogy was built on tolerance and mutual co-existence. Tagore gave importance to harmony in human relationship with nature, communities and its own self. His pedagogy emphasized on developing aesthetic habits of movement. Through his own work at Shantiniketan, he presented an alternative to liberal education which was based on aesthetic, moral and spiritual growth of students. Paulo Freire, in his book on ‘Pedagogy of the Oppressed’ ( 1970) and the subsequent books questioned the system of education, specifically the banking model of education, in which the teacher deposits knowledge in the student rather than it brings mutual learning experience that generates conscientizao in both the teacher and student. According to Paulo Freire, learning is an act of culture and freedom. Paulo Freire argues that there is unsymmetrical relationship between the teacher and student like the oppressor and the oppressed and finds parallels between the two in terms of one sided education. Paulo Freire, the father of critical pedagogy implied the process through which oppressed can become conscious of the cognitive enslavement that oppressive structure has bound them in. The Iowa University was the first to establish a separate department of pedagogy for teaching teachers in the art of teaching. Subsequently, many Universities’ have started such departments. Hence, everyone majoring in education receives pedagogic training. But it is not so with andragogy. Further, there is ample research in the theory and practice of pedagogy and teacher’s problems, but there is dearth of such data on andragogy. Andragogy The German, Alexander Kapps, used the word Andragogy first in 1833 to describe Plato’s educational theory (Davenport & Davenport; 1985). Later in America, Eduard Lindeman introduced the term ( Beder and Carrea 1988). E. Rosenstock had first used the term ‘andragogy’ in Berlin in 1924, when it appeared as title of a book ( Haneslmann; 1951 Ed.Titmus ). Andragogy literally means to lead a man in contrast to pedagogy which means to lead children. Andragogy is formed with two words analogy with pedagogy, from the Greek words Andros (man) and agein(to lead). Andragogy refers to a learner-focused education for people of all ages. Malcom Knowle brought the concept of adult learning to the forefront. He elaborated the term Andragogy in his famous work on ‘the modern practice of Adult Education: Andragogy versus Pedagogy’. 3 Knowles (1970) defined Plato’s scheme of andragogy is given by Plato’s philosopher guardians in which educational path of Plato shows that children enter school at six where they first learn the three Rs ( Reading, Writing & Arithmetic) then engage in music, sports, etc. At eighteen they undergo military and physical training and twenty one they enter higher studies; at 30 they begin to study philosophy and serve the polis in the army or civil society. Plato’s andragogy can exist if its members are trained and continue to grow. Titmuset.a.in 1979 defined Andragogy as the art and science of helping adults to learn and the study of adult education theory, processes and technology to that end”. According to Knowles‘Adult learner is a socially active person who is involved in learning process’. Learning Process could be formal or informal education. Malcom Knowle has mentioned that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. Constructivism is often associated with pedagogic approaches that promote active learning or learning by doing. Knowles offered the concept of andragogy in contrast with traditional pedagogy, in which the teacher transmits knowledge to receptive but passive children. This distinction that teacher transmitting knowledge to receptive highlights the stark difference between traditional teacher dominated form of education. Andragogy is an approach to learning and a system of concepts that is focused on the learner. The teacher is the facilitator of learning rather than what we have historically viewed as the all-knowing dispenser of knowledge. The teacher utilizes a preset curriculum with rigid guidelines. In the andragogy approach the experience is learner centered with the learner participating in the planning of the experience. In the andragogy approach the teacher facilitates learning by determining what needs to be learned, formulating the learning objectives, designing the learning plan, and evaluating their learning. Malcolm Knowles (1970) has mentioned that, “Adults tend to resist learning under conditions that are incongruent with their self-concept as autonomous individuals”. Hence, adult educator needs to incorporate their teaching style, rather than suppress, these important adult distinctions. The adult educator is expected to incorporate rather than suppress adult distinctions. Cross (1991) mentioned that andragogy is the unifying theory to bind the diverse institutions, clienteles, and activities. The separate term Andragogy was evolved as it was widely perceived that the principles and practices of pedagogy used in educating child and youth were not entirely appropriate to the education of education of adults. There was much that was not appropriate to the education of adults. The adults had their own status in the society. Adults had richer experience, different motives, learning needs and responsibilities towards others. Hence, there was a need to have a new discipline to undertake studies to build up theories and practices adapted to the adult situation.