6 Assumptions of the Andragogical Model

Topics: Psychology, Pedagogy, Education, Educational psychology, Knowledge, Teacher / Pages: 3 (503 words) / Published: Jun 29th, 2012
6 Assumptions of the Andragogical Model

Fill in the following boxes by identifying and describing 6 Assumptions of the Andragogical Model. You will also present your perspective on how these assumptions differ from the Pedagogical Model. Save this document and type directly onto the document. The boxes will expand to accommodate what you write. Submit as an attachment to the appropriate drop box.

6 Assumptions of the Andragogical Model Description of each of the 6 Assumptions of the Andragogical Model Discuss how your perceive each of these assumptions differ from the Pedagogical Model.
The need to know Adults need to know why they need to learn something before undertaking to learn it. Tough found that when adults undertake to learn something on their own, they will invest considerable energy in probing into the benefits they will gain from learning it and the negative consequences of not learning it. The difference of pedagogy is that learners only need to know what teachers teach them in order to pass and or get promoted.

The learners’ self-concept Adults have a self-concept of being responsible for their own decisions, for their own lives. Once they have arrived at the self-concept, they develop a deep psychological need to be seen by others and treated by others as being capable of self-direction. The teacher’s concept of the learner is that of a dependent personality; therefore, the learner’s self-concept eventually becomes that of a dependent personality.

The role of learners’ experience Adults come into an educational activity with both a greater volume and a different quality of experience from that of youths. By having to live longer, adults have accumulated more experience than they had as youths. But the experiences are different. The difference in experiences have several consequences for adult education The learner’s experience is of little worth as a resource for learning; the experience that counts is that

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