From Andragogy to Heutagogy

Citation:

Hase, S. & Kenyon, C. (2000). “From Andragogy to Heutagogy”. In ultiBASE In-Site, December 2000. Melbourne: RMIT.

Work data:

Alternate URL:
htm file http://pandora.nla.gov.au/nph-wb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Type of work: Article (academic)

Categories:

Education

Abstract:

In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.