This paper examines how, in general, pedagogy and androgogy are both forms of learning and education and how, based on the origin of the two terms, they differ in the field of study that each covers. It looks at how, as defined and considered by some philosophers, pedagogy and androgogy differ in terms of the age of the learners and in terms of the methods of learning and teaching required.
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"The definitions of pedagogy and andragogy, however, presented issues to other critics and philosophers. Among those who contradict Knowles's concept of pedagogy and andragogy are Houle, London, and Elias (Holmes & Abington-Cooper). According to Houle (Holmes & Abington-Cooper), learning and education should be viewed as a single process in both children and adults. Others on the other hand suggest that pedagogy and andragogy are terms that have confused the process of learning, in which pedagogy should simply mean as a teacher-directed-learning while andragogy is a self-directed learning. Rachel (Holmes & Abington-Cooper) suggests that these simple definitions of pedagogy and andragogy can actually complement each other and must not be set exclusive to children's learning or adult's learning."
This paper discusses how pedagogy and andragony are two theories/definitions that outline the tenets of child and adult learning. It looks at how they are based upon the belief that children and adults learn differently and how instructors should consider these differences in their teaching strategies. It discusses reasons why adults learn differently from children, and it also explores how assumptions about andragony can be the reason behind a student's participation in adult education.
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"Andragogy is a term that Malcolm Knowles made popular. Chris Lee (1998) stated that "Knowles discovered that 'andragogy' had been coined by a German teacher in 1833, was reintroduced by a German social scientist in the 1920's, and then was...
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