In education, heutagogy, a term coined by Stewart Hase of Southern Cross University and Chris Kenyon in Australia, is the study of self-determined learning. The notion is an expansion and reinterpretation of andragogy, and it is possible to mistake it for the same. However, there are several differences between the two that mark one from the other.
Heutagogy places specific emphasis on learning how to learn, double loop learning, universal learning opportunities, a non-linear process, and true learner self-direction. So, for example, whereas andragogy focuses on the best ways for people to learn, heutagogy also requires that educational initiatives include the improvement of people's actual learning skills themselves, learning how to learn as well as just learning a given subject itself. Similarly, whereas andragogy focuses on structured education, in heutagogy all learning contexts, both formal and informal, are considered.
Etymology and generalizations 
The word appears to come from an irregular formation of the Greek words ευρετικός (heurista) meaning to “discover,” εφευρετικός (heuretikos) meaning "inventive," εύρημα (heuriskein) meaning to "find," and άγω (ago) to "lead"; so it is construed to mean "to lead to invention, discoveries, findings" and consists of learning strategies focused on mature learners where a mentor enables quested learning to allow for modification of existing knowledge and creation of new knowledge. This is consistent with the Constructivism of Dewey, 1929, 1933/1998; Montessori, 1946; and Kolb, 1976,1984. This experiential learning through real life experience constructs and conditionalizes knowledge. This learning is problem based adaptive learning that challenges faulty schema, integrates new knowledge with existing knowledge which allows for creation of original work and innovative procedures. The learning is self-directed formation of new knowledge using Visual/Spatial, Musical/Rhythmic, Bodily Kinesthetic, Verbal/Linguistic, Logical/Mathematical, Interpersonal/Intrapersonal intelligences. The learner analyzes, conceptualizes, and synthesizes experience/prior knowledge creatively generating original work and innovative methods that results in the formation of new knowledge. Heutagogy is the highest order learning where problems are solved using Heuristic problem solving, meta-cognitive knowledge, creativity, and originality.
- Samantha Chapnick and Jimm Meloy (2005). "From Andragogy to Heutagogy". Renaissance elearning: creating dramatic and unconventional learning experiences. Essential resources for training and HR professionals. John Wiley and Sons. pp. 36–37. ISBN 0-7879-7147-2. More than one of
- Lombardi, S.M. (2011). Lombardi, "Internet Activities for a Preschool Technology Education Program Guided by Caregivers". Lombardi, S.M.,"Internet Activities for a Preschool Technology Education Program Guided by Caregivers", Appendix B, p.140. Doctoral dissertation, North Carolina State University, 2011. pp. Appendix B, p.140.
Further reading 
- Stewart Hase and Chris Kenyon (December 2000). "From Andragogy to Heutagogy". ultiBASE (Faculty of Education Language and Community Services, RMIT University).
- Jane Eberle and Marcus Childress (2009). "Using Heutagogy to Address the Needs of Online Learners". In Patricia Rogers, Gary A. Berg, Judith V. Boettecher, and Lorraine Justice. Encyclopedia of Distance Learning (2nd ed.). Idea Group Inc. ISBN 1-60566-198-8. More than one of
- McAuliffe, M.; Hargreaves, D.; Winter, A.; G Chadwick, G., "Does pedagogy still rule?", Australasian Journal of Engineering Education, Vol 15 No 1, Institution of Engineers Australia, 2009
- Hase, Stewart; Kenyon, Chris, "Heutagogy: A Child of Complexity Theory", Complicity: An International Journal of Complexity and Education, Volume 4 (2007), Number 1, pp. 111–118
- Lombardi, S.M.,"Internet Activities for a Preschool Technology Education Program Guided by Caregivers", Appendix B, p.140. Doctoral dissertation, North Carolina State University, 2011.
- Dewey, J. (1929). My pedagogic creed. Journal of the National Education Association, 18(9), 291-295.
- Dewey, J. (1933/1998). How we think (rev. ed.). Boston, MA: Houghton Mifflin Company.
- Kolb, D. A. & Fry, R. (1975). Towards an applied theory of experiential learning. In C. Cooper (Ed.) Theories of Group Process, London: John Wiley.
- Kolb, D. (1976). Learning style inventory technical manual. Boston, MA: McBer.
- Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
- Montessori, M. (1946). Education for a New World. Madras, India: Kalakshetra Publications.
See also 
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