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In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.

In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.

Infographic depicts Knowles' Andragogy concepts for adult learning

Infographic depicts Knowles' Andragogy concepts for adult learning

Malcolm Knowles and andragogy

Good chart comparing pedagogy, andragogy and heutagogy

Good chart comparing pedagogy, andragogy and heutagogy

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

Review of Malcolm S. Knowles' life and achievements and assessment of his contributions to the field of adult education.

Review of Malcolm S. Knowles' life and achievements and assessment of his contributions to the field of adult education.

Fascinating article on pedagogy, andragogy and heutagogy.

Chat comparing pedagogy, andragogy, heutagoty by Lindy McKeown.

University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.

University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.

Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)

This is the link to the abstract page of the pdf file for the article.

Seminal Knowles' book which conceptualized andragogy and adult learning theory.

Seminal Knowles' book which conceptualized andragogy and adult learning theory.

Progression of Andragogy and Self-Directed Learning Theory through the 20th century

This article discusses the concepts of andragogy and self-directed learning for adult education.

Garnett places pedagogy at the cognitive level, andragogy at the metacognitive level, and heutagogy at the epistemic level.

Heutagogy expands on principles of andragogy for self-determined learning, essential in the digital age and information explosion.

Discusses how andragogy is a base for heutagogy, and that heutagogy can be used to encourage the type of learning needed for the 21st century

Great Article: Suggested an important change in the way in which educational experiences for adults should be designed.

Holton and Swanson update Knowles' classic adult education book in this 6th edition. The book provides a comprehensive view of andragogy as adult learning theory.