Pedagogy and Andragogy in General, Pedagogy and

Pedagogy and Andragogy In general, pedagogy and andragogy are both forms of learning and education. However, based from the origin of the two terms, pedagogy and andragogy differs in the field of study that each covers. As it was defined and considered by some philosophers, pedagogy and andragogy differs in terms of the age of the learners and in terms of the methods of learning and teaching required. According to Knowles, as indicated by Holmes and Abington-Cooper in their Pedagogy vs.

Andragogy, the term pedagogy is defined as the art and science of teaching children" The pedagogical model characterizes learning as a systematic transfer of knowledge and skills (Holmes & Abington-Cooper) that involves lectures, readings, examinations, memorization, etc. The assumption on this model was based on the scientific study that the monks of the 7th to 12th century had made on the reactions of children in their learning process. The pedagogical model is considered a form of dependent learning in which the learners rely on what the teacher instructs.

Hence, it is sometimes called as a teacher-directed-learning. On the other hand, the term andragogy, as defined by Knowles (Holmes & Abington-Cooper), was stated as the art and science of helping adults to learn" The andragogical model focuses on the learning process of adults in which time combined with the individuality of the learner affects the learning process.

Compared to pedagogy that only depends on learning from what is being taught, andragogy is a learning process that is comprised of an integration of the presented information and the learner's personality, experience, and own concept of what is being taught. The definitions of pedagogy and andragogy, however, presented issues to other critics and philosophers. Among those who contradict Knowles's concept of pedagogy and andragogy are Houle, London, and Elias (Holmes & Abington-Cooper).

According to Houle (Holmes & Abington-Cooper), learning and education should be viewed as a single process in both children and adults. Others on the other hand suggest that pedagogy and andragogy are terms that have confused the process of learning, in which pedagogy should simply mean as a teacher-directed-learning while andragogy is a self-directed learning. Rachel (Holmes & Abington-Cooper) suggests that these simple definitions of pedagogy and andragogy can actually complement each other and must not be set exclusive to children's learning or adult's learning.

Holmes & Abington-Cooper indicate this in the following. The teacher-directed approach would still require the instructor to follow a free exchange of ideas and to allow students to pursue personal interests (through papers, projects, or presentations) as long as they went along with the course objectives. In the self-directed approach, instructors would still set the general requirements for the course and serve as more than merely resource persons. Do adults learn differently from children? Basically, the process of learning in children and adults do not differ.

Knowles' definitions of pedagogy and andragogy are both true to learning. What makes his definitions inaccurate though is the way he sets one definition exclusive to children's learning and the other one exclusive to adults' learning. As Rachel (Holmes & Abington-Cooper) suggests, Knowles' pedagogy and andragogy should be mutual to each other. Adults and children learn in the same way in that both can learn from teacher-directed and self-directed learning.

Do the assumptions of andragogy describe your reasons for participating in adult education? Why or Why not? The assumptions of andragogy do not describe my reasons for participating in adult education because I believe that the assumptions of andragogy is not exclusive to adults' process of learning. One to consider as not exclusive is the assumption that adults' life experiences facilitates and deepens their learning process while children only depends on what their teacher instructs them.

As an individual who used to be a child that learns in school, I believe that children also use life experiences in learning. This is true in school subjects such as religion, science, or mathematics. Life experiences helped me understand the value of life and the value of following God's will when I was a child.