Abstract
This chapter begins with a brief description of andragogy and its basic principles, and their contrast to pedagogy. Then, following Hase and Kenyon (2000) and Blaschke (2012), we focus on the main differences between andragogy and heutagogy. Blaschke contrasts andragogy, which she views as “self-directed learning”, with heutagogy, or “self-determined learning”. Unlike andragogy, heutagogy emphasizes double and triple-loop learning, “capability development, non-linear design and learning approach. It is learner directed, and its aim is getting students to understand how they learn” (Blaschke, 2012). We shall deal with these features, and devote a critical discussion to the proposal that the three “gogies”—pedagogy, andragogy, and heutagogy—constitute a continuum. We shall conclude the chapter by presenting heutagogy’s design principles.
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Notes
- 1.
In Knowles (1970), the book’s first edition, the subtitle has been andragogy versus pedagogy. We’ll return below to this change of Knowles' views.
- 2.
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Glassner, A., Back, S. (2020). Three “Gogies”: Pedagogy, Andragogy, Heutagogy . In: Exploring Heutagogy in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4144-5_5
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