Heutagogy

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In education, heutagogy, a concept 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 the one from the other.[1]

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 focusses on structured education, in heutagogy all learning contexts, both formal and informal, are considered.[1]

References[edit]

  1. ^ a b 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 9780787971472. 

Further reading[edit]

  • 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 9781605661988. 
  • 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