Adult Education Lesson Andragogy vs.

Adult Education Lesson Andragogy vs. Pedagogy Andragogy and pedagogy differ in several key respects. The first is by definition. Conner (2004) defines pedagogy as "the art and science of educating children" and claims that "pedagogy embodies teacher-focused education." Andragogy, however, is defined as "the art and science of helping adults learn" (Knowles, 2005). Since Knowles' first edition, this term has become a definition for an alternative to pedagogy.

Andragogy involves cognitive-based learning, or constructivism, where the learner must become an active rather than a passive participant in the learning process (Wirth & Perkins, 2008). Wirth and Perkins note that lecture-based instruction, which is the basis of teacher-focused pedagogical education, has been proven largely ineffective. According to this definition, the principles of andragogy are more effective than pedagogical instruction and can be used to reach learners in any age group. Andragogy vs.

Pedagogy: Learning Situations Two of my former college classes clearly defined the difference between pedagogy and andragogy and demonstrated the effectiveness of andragogy as an alternative. One of my American History classes was strictly pedagogical. The entire class was lecture based. We read information from the text, took notes from extensive lectures, and were tested almost entirely upon information that was covered during the lecture.

The material was dry and the method of presentation was even drier, and the tests were unfair because he covered topics that he only mentioned briefly. On the other hand, I took a class in two-dimensional art that was andragogical in nature. We had mini-lessons on topics and spent most of the class period practicing our knowledge, and the assessments were real-world, based on what we had produced as well as what we knew.

I remember almost nothing from the history class, but I still use information that I learned in the art class. Houle's Classification Criteria for Continuing Education According to Houle (as cited by Conner, 2004), learners can be classified as goal oriented, involving people who use their education to accomplish goals, activity-oriented, which includes those who learn because they enjoy the social contact, and learning-oriented, which embodies those who learn information for its own sake. I fall into more than one category.

I am definitely goal oriented, and I have pursued a formal education because education is the only way to advance in our society. On the other hand, I also enjoy learning for its own sake. My learning-oriented activities, however, are not formal. I spend a lot of my own time reading and researching topics that interest me, but I do not.