Revealing comparison of the assumptions of pedagogy and andragogy

[Skip Zilla]

While exploring curiously InfEd's wider introduction to neuro-linguistic programming, learning and education, I stumbled onto its link to a narrower discussion on andragogy and, reading it, found an interesting chart which compares the differing assumptions made about child and adult learners in shaping educational thinking and practices. Here's a screen-capture of the chart:

It occurs to me in viewing this comparison table that educators might want to reconsider assumptions traditionally made about children as learners and align them more closely with those made about adult learners. In certain important ways, learners are inalienably humans--no matter their ages!

[Mike]

Hi Skip... hope you are well.

Good find.... Jarvis 1985....way off base!!!

Wonder if these research guys ever watched you people learning. These hidden assumptions do make a difference in how we design and think about learning and teaching.

You are correct.... we are all human!!!

be well...

[Skip Zilla]

Hi Mike,

Hidden assumptions are the "demons" at play in most argumentation supporting the initiation of official programs. Of course, at the other end of the (political) process, when the programs are implemented publically, one is likely to encounter the proverbial "devil in the details." While idealists may fluster at such a revoltin' development (I'm old enough to have watched Jimmy Durante [who?] on television.), realists find the devilment curious enough to study or write fiction about.

Most disciplines, to include most recently economics (finally), are recognizing that human nature and behavior are much more "freakishly" unpredictable and compellingly interesting than what traditionalists have been staidly schooling us to believe, in some cases, for over a century. Their claims that the important matters in their fields of investigation are all settled are turning out to be ignorantly short-sighted and indefensible. Many presumptive explanations do not explain what's found to be actually happening when human individuals and groups behave as they do.

In any case, I still maintain a naive faith in the ability we have as regular folks--kids and adults alike--to come up with pragmatically reasonable and emotionally satisfying ways to act together in our best interests. And I believe we do indeed have the good sense to seek hopefully and follow generously excellent leaders when we're challenged beyond the competencies immediately available among us.

[Laura Gibbs]

Hi Skip, I remember when WebCT was pushing very hard for the use of the term andragogy ... but in Greek, it's a disaster. Whoever came up with this actually wanted the term anthropagogy (not a Greek word, but it is the word that would be analogous to pedagogy for people in general, not just children) - andragogy is about ""men only" - "manly men" you might say - aner/andros is a term that is for men only (like "vir" in Latin... which perhaps not surprisingly gives us the word "virtue") - a term NEVER used in a gender neutral sense in Greek.

So andragogy would be for men, gynagogy (I think some feminists have tried to promote the use of this term for women's education) would be for women - anthropagogy (same root as anthropology) would be the word for "people"-agogy.

The name Andrew is from the "manly man" root in Greek. You can see both the roots for man and woman, andr- and gyn-, in androgynous

:-)

[Skip Zilla]

Laura, it is a delight to have you inject your expertise with ancient Greek and Latin languages and cultures. This is especially true in this case. where the original use of what is now the etymological root(s) of an English word had a distinct connotation which tells something very significant about the culture in which the original word was used.

Now I'm curious about the original connotation of the second root agogos, which the InfEd article indicates means 'leading.' So what can you tell us about "leading" as it's found in "child leading" and "manly man leading?" Something already tells me that in the connotation of "leading" much can be said concerning both Plato's own use of the word, and its usage in ancient Greek culture generally.

BTW, I have been leaning personally for some time now (ask Connie to verify this claim) toward advocating separate schools for boys and girls, especially of the pubescent kind! My reasons may not be the ones that some feminists may give, and I'll save presenting them for another discussion on another day. Maybe "andragogy" and "gynagogy" will yet find a place in the lexicon of educational topics under consideration and practical development.