Pedagogical and Andragogical Learning (article) by Lloydene F Hill on AuthorsDen

This article compares the pedagogical and andragogical learning models when dealing with adults and children. When one seeks to compare the pedagogical and andragogical learning models, one must understand what the basic difference is between the two. The pedagogical learning model has been the prevailing learning model in the education of children since the 19th century. It resides, and flourishes, in the belief that if a child does not learn, then the teacher has failed as a transmitter of knowledge, and provides no recourse against the child for his lack of interest or participation in the learning process. As children, young adults, and undergraduate students, we promote this theory, by learning only what is needed to receive a passing marks and move forward to the next level in our education. Educators and students remain passive as to their roles in the learning process, and rely on the student�s total intellectual dependency on the teacher for any acquired learning that he receives, much the same way an addict relies on the actions of his enabler, for continued support. With the pedagogical learning model, students do not take the initiative to acquire new knowledge, rather they wait until the educator believes that they are ready to absorb new ideas, subjects and practices. In this model, the learning orientation of a student is centered around the subjects studied, content of the instructional materials, and teacher experiences that are required to reach their academic goal, and any learning motivation that they possess usually comes from an external source, i.e., grades, favorable or unfavorable rewards from parents or teachers, and family duress. When we examine the andragogical learning model, the opposite is true. The andragogical model was theorized by Malcolm Knowles in 1990, and specifically oriented toward the adult learner. Adults learn differently, and for different reasons, than do children and young adults, and their style is completely antithetic to that of the pedagogical learner. An adult learner must first investigate why they must undertake the learning task, and assess the possible positive or negative outcomes associated with learning this body of knowledge, or not. Once this has been accomplished, the adult learner will focus an extreme amount of energy and time into the task of obtaining this knowledge, and be responsible for his own decisions with regards to that knowledge. Adults possess a deep desire to be recognized as self-disciplined, self-motivated, and independent self-helping individuals. If they are treated like the students in the pedagogical learning model, they become psychologically conflicted as the need to be independent and self-focused battles with the dependency that was established in early on in their education. Where pedagogical students rely heavily on the experiences and decisions of their teachers and the subject of their studies, the adult learner brings to his educational pursuit, a wealth of experience on which to rely on as a resource in a collaborative learning environment. Since adult learners are self-motivated, and independently decide where, when, and what to learn, they are free to learn only that which is relevant, and applicable, to the situations in their personal or professional lives. In order to better facilitate the learning of their students, the University of Phoenix has based their curriculum format upon the andragogical theory, workshop method, and task-team oriented learning. This format works extremely well because it mimics the workplace, offers a safe and relaxed learning atmosphere in which the adult learner can thrive, and offers a wide variety of opportunities for the adult learner to put the theories and skills that he is learning into practice. The pedagogical learning model has been utilized in public and private schools for the last two hundred years, and has been extremely successful in providing a firm foundation on which children and young adults can build in order to advance their knowledge, until the last ten years where, in my opinion, it has failed miserably. It is my belief that this learning model fosters too much dependency on the educator and not enough on the child�s own quest for knowledge. This model seems to work better in special circumstances where the child is experiencing scholastic difficulty due to internal or external influences, i.e., traumatic brain injury, non-English speaking students, and learning or emotionally disabled students. The andragogical learning model was designed to encompass the adult learner, and it works extremely well in that capacity, however, there are instances where a pedagogical model can be more appropriate for the adult learner, i.e., when learning unfamiliar subject matter. While specifically designed for the adult learner, the andragogical model, could also be utilized, in conjunction with the pedagogical model, to develop alternative programs for children who may be, or are, at risk. When trying to educate the �at-risk child,� it is vital to utilize all methods and models of learning, especially if they are culturally diverse, gifted, abused, challenged, incarcerated, or the pedagogical model has failed them. Since the andragogical model offers the adult learner the flexibility, informality, comfort, and safe, that he requires to be successful in his learning experience, it is, therefore, my firm belief that the andragogical model would work well for students who require alternative methods of education. �1999 Lloydene F. Hill

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