Adolescents are in a transition between childhood and adulthood, so which of these methods would be suitable for them?
Pedagogy is not a 'one size fits all' method of transferring knowledge to people of every ages. It is meant for children - the meaning itself roughly translates into 'children's learning'! Andragogy, on the other hand is considered to be suited for adults as it is more student-centered unlike pedagogy, which required more control on the part of the teacher and is mostly unidirectional, at least the traditional part of it.
In fact, it won't be a far-fetched idea to start talking about using andragogy to teach children as well, since it is more student-centered,.
Andragogy refers to adult learners, whereas pedagogy refers to children. The "ped" in pedagogy is the same root work as "pediatric" which is health care for children.
Child learners learn for future application of the knowledge, whereas adult learners learn to apply the knowledge immediately. I am certain that adolescents are in the "apply in the future" mode of learning, so use pedagogy.
A combination of both learning methodologies would be applied under different circumstances and lessons.
I think there are certain teaching/learning issues where andragogy can be efficiently applied also in teaching children/adolescents.
It depends on maturity level of the learners. Matured learners are those who have prior exposure to the subject/domain. It proved that matured learners prefer Andragogical methodology than pedagogical methodology. Follow my recent publications(March,2018) on this topic:
Article Pedagogy or andragogy?- Views of indian graduate business students
As a Montessori trained educator, the hard line distinction between pedagogy and andragogy does not fit. A key tenant for instance in Montessori education (for children) emphasize the importance of teaching that is practical and relates to real life, which is a primary component of Knowles description of andragogy. In such a view, the practice of working with adolescents can focus on the key aspects you want to emphasize - respect, real work practice, critical thinking, etc. - without needing to apply a term to encompass it all. Good luck!
Thank you all. So it means since adolescents are in a transition between childhood and adulthood, a blend of the two methods would be suitable for them. It also depends on their maturity and intelligence level. This question was bothering my mind because most people keep Using children and adults leaving out adolescents which is a critical stage of development.
Any method that suits the needs of your learner, be it pedagogy (with time to think and ask questions and paced at the learner's absorption rate) or the other. Get feedback from the student about what is working best for them and how. I feel Andragogy is the best choice for collective learning. Vygotsky's ZPD with scaffolded teacher/more knowledgeable classmates' inputs can be adapted to suit both approaches.
Personally I favor the thinking that pedagogy and andragogy are the two ends of the same spectrum. The maturing process during learning will come to us all at relatively different times and the educational system would operate at maximum efficiency if it were able to 'allow' us to become more self directing and experimental at the time we transition into mature learners. Prodigies are mostly recognized early and passed through grades at an accelerated rate, but are they really given the full reins of an andrgogical education.. recognizing their 'maturity by capacity' so to speak? Our educational systems are not truly flexible enough, even if to many of us 'all things in their proper time' seems to be the correct philosophy. As scary as it may seem to some, corporations and governments who have 'think tank' requirements and 'top secret applications' installations are probably the only institutions who can challenge adequately (apply an 'end of the spectrum' version of andragogy) the upcoming Hawkings and Einstiens of the world.
Dear Obed,
I hate to share my opinion cause it won't properly answer your question. But I would like to do so anyway. It might be useful for you to explore further. In my view and in relation to the new development in 21st Century Learning I would prefer to use heutagogy rather than pedagogy or andragogy. Initially heutagogy is a form of self-determined learning with practices and principles rooted in andragogy. According to Blaschke (2012) "Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009)." It worth to explore further this emerging trend in learning as Industrial Revolution 4.0 is already inside our home and learning transformation occurred overnight. TQ
I share the same thoughts as Mr. Othman Hussain's comment. Heutagogy embodies the principles of independent learner and encourages the understanding of how to learn.
I think an integrated approach is good. I will prefer pedagogy with integration of other methods over time.
As an educator I have interacted with School children, undergrads (design students) and post grad ( design students)
i belive that mediated learning helps ( fuerstein- MLT)
this is because undergrads, post Grads, and even researchers need to Interact with someone to have a different point of view and sometimes validate ones understanding.
that is the reason undergrads attend tutorials and seminars are Organised for interaction and understanding
Ofcourse andragogi because of adolescents cognitive milestone, learning and thinking style is different with children
Basically, the combination of the basic teaching methods (method of talking, method of oral exposure, method of program teaching, method of individual work, method of problem teaching, method of using technical equipment) is trying to be shown as pedagogical i.e. androgynous method.
In my opinion, the choice and combining the teaching strategies and methods depends on the teaching material no matter the age of the students. The main aim should be developing the quality of thinking and adopting durable and applicative knowledge, as well as preparing the student for further individual and independent work. Finally, the beauty in teaching is that there are no needed templates.
Therefore, only a teacher who is perfectly familiar with the teaching material combined with adequately chosen teaching method, as well as appropriate motivation and many other prerequisites may be the base of successful teaching.
In other words, a simple answer for really difficult and complex question does not exist.
Do a quick brush up on your Piaget. All children mover from concrete operational to formal operations where they are more capable of advanced critical thinking. Not all develop at the same rate. Know your students and match the material and style to their level of comprehension.
Over time, the use of the term pedagogy has been used for any level of education. I often heard the phrase "Pedagogy of higher education" and, nevertheless, we do not notice that adult students are those who go to university.
I think that in the case of teenagers, it is Pedagogy. Adolescents are carriers of a very particular nature, therefore they require appropriate teaching methods; these methods must be based on their own biological, psychological and social, and thisit is possible to do it from Pedagogy.
Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH
By definition, neither pedagogy nor andragogy should be used with adolescents as a single method. Rather the method to be used to accompany adolescents could be evolved by giving attention to their qualities and characteristics. For one thing, I know that whatever method needs to be creative, innovative, rich, learner-centred and adequately stimulating. In addition, the approach needs to respect their uniqueness - take into account that they are no longer children and they can be very sensitive - this area. They like to be respected as adults; yet the fact is that they are not yet adults. A lot of affirmation, encouragement and respect from the teacher can help them to learn.
I think the most important is how you think about your students. They are persons with their interests and needs of adolescents. The Pedagogy gives us the tools to teach children, adolescents, and adults. When we speak about Andragogy, we can meet all the teachings of pedagogy. I want to say you the most important is your Knowledge about you students. If you Know them, you will Know how to teach them. Good luck.
Recognizing the learners characteristics and language competencies trough such placement test then combining pedagogy and andragogy by considering the students' condition.
I have a cousin who teaches remedial English, but who has invested in education as a whole. She tells me almost without exception, techniques which work for children, work for adults. Mostly that adults also respond to a few more techniques.
One thing I do differently, is try to let my adult students "in" on the experiment. That is, as far as learning goes, they are experimenters as well as subjects of the experiment. I haven't figured out how to do that with younger children so well. (I teach University level physics, and have taught Cubscouts.)
Personally I don't think there is any real distinction between the two. After a time in which people in my field (vocational education and training) insisted on referring to 'andragogy' for adults, most people just use the term 'pedagogy' now. While the roots of the word may come from 'children' , it doesn't really matter. If we looked back at the roots of every word we use, we would probably be in trouble! Pedagogy means teaching, and the principles are the same for all ages and stages. Methods should be adapted for different types of learners but the differences might be as much in context, subject matter, or presence of disadvantage (for example) as in age.
For adolescents, the teaching approaches suitable for eliciting the maximum learning outcomes cannot be skewed to a particular field.
As and when the need arises, instructors carefully select from both pedagogical and andragogical approaches. The most important thing is the skills we want to impart to the adolescents.
Usually, at this level, emphasis on developing critical thinking, ability to discover knowledge via project work productions and practical lessons is the right step. All learner centred teaching methods that emphasises on problem-solving skills and discovery learning are appropriate for this age bracket.
In my view, these are broad terms of teaching methodology. For me course content , method and objective will dictate how the teaching, more so learning should take place.
Variouas factors as already noted in the thread will influence teaching/learning style. While preparing i normally go with as a learner what will i want and how will i want.
Pedagogy is designed to teach children. It would be be best method. Adults are different. Therefore, Andragogy is the best method to teach adults.
This link of article is very useful
http://www.iiste.org/Journals/index.php/JAAS/article/viewFile/17797/18173
Greeting
Adolescents are at a critical stage in their development and need some guidance from the teacher but must be nurtured into becoming creators and not just consumers of knowledge. The advancement in technology increasingly require that our teaching be more learner-centered as it allows for more flexibility in teaching and learning happening anytime and anywhere (ubiquitous). I would opt for a blend of pedagogy and andragogy with the mix dependent on learner needs. The trend of flexing learning in different modes is a strong consideration here: Data Flexible Learning Environments-Theories-Trends-Issues
Best regards,
Debra
Isn't that divide a little artificial in any event? Adolescents often resent the over rigid structures and methods of high school, and its overly didactic flavour. The secondary sector has a lot to learn from treating learners as autonomous, resourceful, independent beings who have a voice and a will. Hence we might be more successful in adopting genuine constructivist teaching methods in schools if we borrowed the approach andragogy adheres to when listening to the learner and fully addressing their diversity. ....
I agree with Dr. Etter, that Pedagogy is designed to teach children. It would be the best method and that, as we know, adults are different. I do also like a blended approach, based on the response of those being instructed.
I am a little puzzled by what I think may be some limiting definitions of "pedagogy" being stated in this interesting discussion focusing on pedagogy and andragogy (thanks for posing the question, Obed) that has moved the discussion away from what I thought was the primary point of the question.
A recognized authority on word definitions of words is Merriam-Webster. Here is what I find as the definition of "pedagogy":
Merriam- Webster https://www.merriam-webster.com/dictionary/pedagogy
Definition of pedagogy
: the art, science, or profession of teaching
The word pedagogy…is still widely used, and often means simply "teaching".
I see nothing in this definition as being limited to children. Certainly pedagogy would vary by the developmental age of the learner, however, and that is what I thought was the focus of the question (that is, what would be productive ways to teach adolescents?). Since the word "andragogy was coined in 1970 to recognize that adults require a certain type of pedagogy (therefore, some have taken to using that term for adult education) , perhaps that is the source of how our discussion has taken the present direction? Therefore, may I humbly suggest we move away from simply choosing pedagogy or andragogy as a response for adolescent education and consider exactly what type of teaching strategies adolescents' would benefit by examples of such strategies (which would the most persuasive if they are selected from specific content areas) and rationale for them (see, Frederick and Debra)?
In my own teaching of science and mathematics, for example, my adolescent learners (in Swazliand, Africa, and New York City, USA) would oftentimes strongly state they aspired to be autonomous and self-directed learners at one moment (adult-like preferences), but then shift back to stating they needed much more structure and external motivation (pre-adult-like preferences). As a result, while I kept in mind the goal of teaching in a manner that would support their aspiring self-directed future and adult selves, as needed, I would also provide them scaffolding structure and external motivation. It was a demanding and dynamic (and when successful, exhilarating!) pedagogical dance for me as their teacher of adolescents to perform. My hat is off to all who take it on for a career!
I agree with Frederic Fovet's comment above. Andragogy would be my suggestion, and here's some evidence why...
According to Dr. Robert Epstein - editor in chief of Psychology Today, a visiting scholar at the University of California, San Diego, and the founder and director emeritus of the Cambridge Center for Behavioral Studies in Concord, MA - adolescence is a recent invention of Western Civilization. According to his research, it infantilizes and artificially extends childhood to those who traditionally (and in most other cultures globally) are considered adults. Would be worth a quick survey of his work entitled, "The Case Against Adolescence: Rediscovering the Adult in Every Teen" which can be read online at http://books.google.com (just read the overview paragraph to chapter 1 to get the gist). You can also listen to his radio interviews and more with a quick search of the Web.
By teaching and treating these young adults as if their future contribution and value to society is still at large, we do a grave disservice to them and to society as a whole. Rather than extend their disability to be adults until an artifical age, how about enabling? Epstein's enabling premises include...
By teaching them as adults who can offer value now, they have the opportunity to rise to the challenge today rather than wait until they're "old enough" to join society at some legislated age (read the history of Alexander the Great who is leading armies to victory at age 16 or Captain James Cook who was learning to sail ships in his teens, enabling him to captain ships while in his twenties and going on to circumnavigate the earth three times without losing anyone to scurvy).
Like Dr. Epstein, I also shared responsibility for raising six children. I home schooled, started a private K-12, taught in Public school and private schools and instructed students from preschool age to graduate school. The past many years I've been training professionals in India, Malaysia, the Middle East, Europe, and Canada. I've lived abroad and observed the ill effects of the disservice we've done to our young adult population in the West. We've economized adolescence to such an extent that I suppose there's no turning back. But if you, like me, want to make a difference in this age group, treat them as they are rather than acting like you are preparing them for the future. Their energy wants to live now and not wait. The artificial constraints that hold them back are holding us ALL back.
We have delayed our own progress by artificially extending their childhood. I would recommend Andragogical methods be used.
Pedagogy would be fitting for adolescents in my view. The are yet to use the knoledge in time.
Hello,
Dear Obed Adams,
Psychological findings have revealed that the human brain undergoes two basic periods of development : The first begins during fetal development and the second occurs during early adolescence.Therefore, the appropriate pedagogy utilized for this age group should include a combination of both analytic and synthetic techniques whereby the interactivity between both brain hemispheres is enhanced and maximal learning energies are created. A number of useful techniques may be used for this age group:
1) An effective strategy is to strengthen the functional potentials of the working memory by making the learners work with larger amounts of information. This helps them to work with chunks of information faster and shows them how to circulate information in their short term memory.
2) Compatible Strategies such as Chunking, Storytelling, Mnemonics, and Rhythm, Rhyme,and Rap can cater to emotional function in the process of learning . Generally speaking, emotion can help students learn better and remember better because it drives attention and attention drives learning.
3) The brain is social and requires interaction in order to develop properly,
because teenagers require social interaction in order to mature appropriately.
4) Practice and rehearsal is critical to learning since review and reward can provide double retention . The use of the Socratic teaching method will allow feedback and help the verification of learners' understanding.
Best regards,
R. Biria
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