All right, so today we're going way back to ancient
Greece. Ancient Greece. Yeah, to unpack how we
learn and how we're taught. OK. And believe it
or not, it all comes down to this word, agogos.
Agogos. Agogos. Right. It basically means leader.
And you can think of it like the art of guiding
learning, something that affects every single
one of us. I'm listening. And so this idea of
lighting in learning, it's actually evolved into
three distinct approaches. Three? Yeah. pedagogy
and hudagogy and hudagogy. I've heard of those.
You probably have. Yeah. We're going to really
dig into what makes them unique and how they
impact our learning. Feels good. Now, pedagogy,
it's kind of traditionally about leading children.
OK. Ped for child, a go -go's for a leader. Got
it. And then way back in 1973, Malcolm Knowles,
he brought us under a goji. Yeah. And that's
about leading adult learners. OK. So literally
leaders of adults. OK. And now, more recently,
hutagoji is gaining some traction. Hutagoji.
Yeah, self -led learning. So you're leading your
own learning. Exactly. You're in the driver's
seat. Interesting. But here's what's really important
and this is what we're going to focus on. Okay.
These aren't just about age. Not just about age.
It's more about the fundamental nature of teaching
and learning itself. Oh. So we're going to look
at these through five characteristics and these
should help you understand how they differ and
why certain learning experiences feel the way
they do. Makes sense. So whether you're getting
ready for that big meeting or you're trying to
get a handle on something new, or maybe you just
like to understand how knowledge works, grasping
these differences can be incredibly valuable.
Yeah. It might even help you understand why some
learning has clicked for you in the past and
what approaches might serve you best moving forward.
OK, ready? Let's dive in with that first one,
pedagogy. All right. Pedagogy. So traditionally,
it's about guiding children. And when you look
at the five characteristics, it really paints
a clear picture. So the first one is the need
to know. In pedagogy, this is mostly decided
by the teacher's authority. The teacher decides.
The teacher decides what you need to learn and
when. So it's very direct. Very direct, top -down
information flow. Then we've got the learner
self -concept. Yeah. So pedagogy kind of assumes
learners need a lot of support, especially when
they're young. To be self -directed? Yeah. The
teacher takes on a more guiding and directive
role. Which makes sense when you're laying down
those foundations. Oh, absolutely. Yeah. OK,
so the third characteristic is the learner's
experience. So here the idea is that they just
haven't had that many relevant experiences yet.
They're new. They're new. OK. So the teacher
in this model, they're the main source of information
and experience. So think about learning to read
or basic math. You're not exactly pulling from
a ton of personal experience there. Not at all.
No. OK. What about readiness to learn in a pedagogical
setting? Well, in pedagogy, you're going to see
a lot of external motivation. External. Yeah.
So grade stickers, praise from the teacher, maybe
even just wanting to make their parents happy.
Yeah. big factors in driving a child's engagement.
And so the last piece is the orientation to learning.
Orientation. How is that structured? Well, typically
the focus is on the subjects themselves or specific
content areas. So like subject focus. Subject
focus. Yeah. History, science, math kind of segmented.
Right. It's all about building that foundational
understanding. Gotcha. But this isn't always
just for kids, is it? No, not always. Can you
think of a situation where that direct instruction
might actually be useful for adults. Oh, tons.
Yeah. So imagine trying to learn the rules of
a new sport. or a really complex board game.
In those first few minutes, you probably just
want someone to lay it all out, clearly. Right,
just the basics. Yeah, the need to know without
needing a big rationale behind every single rule.
Makes sense. Or think about safety protocols
with specialized equipment. In the beginning,
clear, authority -led instruction can be the
safest way to learn for Anyone. Regardless of
age. Regardless of age. That's a really good
point. Yeah. Something to think about. Sometimes
when the knowledge is super foundational. Right.
Or it's got safety implications. Yeah. A pedagogical
approach, even with adults, can be the best way
to go. Very true. Yeah. OK, so let's switch gears
now and talk about andragogy. Andragogy. OK,
so this one's about how adults learn best. Leaders
of adults. How do those five characteristics?
change when we're dealing with adults? Well,
the biggest change is in the need to know. Need
to know. OK. With adults, a solid rationale is
essential. Essential. Adults, they want to understand
why they're learning something. Yeah. I mean,
it's not enough to just say you have to. Exactly.
You have to connect it to their lives, their
jobs, their goals. Right. We've got to prioritize.
We've got to prioritize. We're busy. You're busy.
What about the learner self -concept with Andra
Goji? So this model really acknowledges that
Adults want to be self -directed. They want to
be in control. They want to be in control. They
come with a sense of autonomy, and they prefer
to have a say. They're not passive. Not passive.
They want to be active in their own education.
And that seems to tie in with learners' experience.
It does. Right. Adults come with a whole history.
A whole history. Yeah. In androgyny, that prior
experience becomes super valuable. Valuable how
so? Well, adults, they bring knowledge skills.
perspectives from their past. Effective adult
learning taps into that. So it's not a blank
slate. Not a blank slate. It builds on what you
already know. So what about readiness to learn
with adults? Well, Androgoji assumes adults are
motivated by internal factors. Internal. Internal.
Like what? Professional growth, personal development,
maybe wanting to solve a problem at work. It
comes from within. It comes from within. Okay,
so that brings us to... orientation to learning.
How is that different for adults? It's less about
the subjects themselves and more about problems,
situations, real -world stuff. Context. Context,
exactly. Okay. Adults learn best when they see
how it applies to their lives. Right. Real -world
scenarios. Real -world scenarios. Now our source
says, and Rag -o -G is actually a pretty good
default model for education in general. Hmm.
Interesting take. Why, that is. Well, because
this approach really respects the learner. Respect.
It values adult learners, trusts their judgment
about what's relevant. So it's putting the responsibility
on the educator to demonstrate that relevance.
Exactly. It's a partnership. A collaboration.
It definitely feels more empowering than just
a straight pedagogical approach. Especially for
adults. But the author also says pedagogy has
its place even with adults. Right. When would
that be? Well, when there's a specific need or
when the learners themselves ask for direct instruction.
They know they need the basics. Exactly. They
realize they're missing something. So if you're
completely new to something or you hit a wall
because you lack the basics, sometimes clear
pedagogical teaching is the best way to get up
to speed. Get you going. It's like you need that
groundwork. The foundation. All right. Let's
move on to the third of go -gos. This one feels
pretty relevant these days. Utagogi. Utagogi.
It's really taking learner agency to the next
level. So self -determined learning. Yeah, you
decide what you learn, how you learn it, and
even how you show what you've learned. You're
really in control. It's all you. So how do those
five characteristics look with Utagogi? Okay,
let's start with the need to know. Need to know,
where does that come from? It comes from you.
From me. From your curiosity, your interests.
OK. You're not told what to learn. So I decide
what I want to learn. You decide. That sounds
amazing, but also kind of overwhelming. Could
be. What about the learner's self -concept in
Utagoji? Well, it assumes you're already pretty
self -directed. Self -directed. Yeah. You can
take ownership of your learning. Yeah. There's
a lot of trust there. Trust in me. Trust in you.
OK. Trust that you can identify your needs, find
resources, and learn effectively. So what about
learner's experience? How does that fit in when
I'm driving? You definitely use your past knowledge
and skills, but it's more personalized and less
structured than andragogy. Okay, structure. You're
drawing on your past to inform your self -directed
learning. So I'm making the connections myself.
Exactly. What about readiness to learn in this
model? This is crucial. Crucial? Without that
motivation, hudigoji won't work. Because I have
to be the one driving it. You're the engine.
And lastly, orientation to learning. Right, so
it's not about subjects or even problems. So
what is it about? It's about creating something
meaningful. Meaningful, okay. A product or performance
that means something to you. So it's about applying
it, not just knowing it. Exactly. The source
says education should always provide opportunities
for utagogy. That's important. Why is that? Because
it lets you really dive deep into what you're
passionate about. I see. It equips learners for
the future by encouraging them to explore their
interests. Lifelong learning. Lifelong learning,
that's it. But the author also points out that
it's hard to standardize hudegogi. Yeah, how
do you measure something so individual? Is that
a bad thing? Well, it makes it tough to fit into
traditional systems. Right. But it's also what
makes it so valuable. I see. Because it allows
for really unique learning experiences. Exactly.
Experiences that wouldn't fit in the box. So
the values in the journey, not just the destination.
You got it. And the author concludes by saying
that institutions are doing learners a disservice
if they don't provide these self -directed opportunities.
It's a strong statement. Yeah. But it shows how
important self -directed learning is. It's not
a bonus. It's essential. It's essential for navigating
the future. So how would you sum up the core
focus of each of these approaches? Okay, so pedagogy
is teacher -led. Teacher -led. Andragoji focuses
on the adult learner, their needs and experiences.
And hutagoji. That's all about you, the learner,
taking charge. And the best educators know the
difference. They do. They know when to use which
approach. Or even a blend of them. It's about
being flexible. Exactly, meeting the needs of
the situation. So to wrap up, we've looked at
pedagogy, andragoji, and hutagoji. Three different
ways of thinking about teaching and learning.
And we've seen how they view the learner differently.
Their experiences, their motivations. Hopefully,
you have a better understanding of these frameworks
now. And how they play out in your own life.
So here's something to think about. Okay. Which
one of these resonates most with you? Pedagogy,
endagogy, hitagogy. And when might you benefit
from using one of these approaches? Interesting.
Whether it's at work or in your personal life.
Yeah. How can you take charge of your own learning?
That's a great question to ponder. Thanks for
joining us for this deep dive. Always a pleasure.