Learning approach is based on a distinction between a
pedagogical, an androgogical and anthropogogical form of teaching.
The three approaches of teaching can be distinguished by
their different perceptions of the relations between subject matter, teacher
and student.
The pedagogical approach is based on L.
Wittgenstein's idea that the teacher is the expert within a language game and
that teaching is to be seen as the teacher's communication of expert knowledge
to the student. Learning is the student's acquisition of this knowledge. Prior
to the classroom teaching, the teacher defines clear learning objectives and
chooses the subject matter that is to be worked with in the classroom. The
subject matter is selected so that it distributes the quantity of information
that the teacher believes is relevant to the student in relation to the given
topic. The teacher and the subject are in the center and not the student.
After teaching, the teacher will be able to compare the
student's learning outcomes with the learning objectives that the teacher
defined before the teaching begun. The student's learning outcome can be tested
through closed tasks and tests.
The androgogical approach of teaching is based on J.
Dewey's idea that student has an inherent basis of knowledge that can be
developed through interaction with the outside world and solving problems.
Learning is seen as the student's development of this inherent basis of
knowledge. The teacher chooses a subject matter, which could make it possible
for the student to experience what is relevant and to define and solve
authentic problems. In the learning situation, the student chooses to work with
the parts of the subject matter that he or she finds relevant and then uses
this part of the subject matter as a basis for solving problem. The student's
learning outcome can be tested through case assignments and simulations, where
the student can show that he or she can use gained experience within different
context.
Nir Golan, an educational and leadership expert, suggests
combining the terms Pedagogy (child learning) and Androgogy (male /
adult learning), into one term, Anthropogogy: to mean human
learning. The Anthropogogy model assumes that the
distinction between children and adults is no longer relevant in the digital
age and that each student should be treated as a 'whole' person irrespective of
their age.
According to Golan, Anthropogogy has four basic
principles:
1.
The independent learner: the perception of
oneself as an independent entity. A person sees him/herself as someone who is
self-directed; choosing what to learn, how much and how to learn it. Digital
learners (DL) prefer to access information quickly from multiple-media source:
prefer processing pictures, sounds, colors and video before text.
2.
Adapting learning to that person's
needs:
the person is ready to learn when he/she needs that specific learning process,
and it is incorporated into daily tasks and social functioning. He/she sees
that the learning process serves his/her personal development. DLs prefer parallel processing and multitasking and to learn
"just in time".
3.
Renovating learning: In the digital age
where there is widespread availability of network information, learning should
give news and added value to the learner. DLs
prefer to network simultaneously with others and random access to hyper-linked
multimedia information
4.
Immediate and practical learning: The main motive for
human learning is for problem solving. The learner has a need for the immediate
application of the learned material, so learning has to be more focused in
giving solutions to the particular problem. Learning which cannot be
implemented immediately is perceived as a waste of time. DLs prefer instant
gratification and immediate rewards.
The significant learning model provides tools for the
teacher to assimilate the Anthropogogy approach in six steps, throughout which
the teacher uses dialogue in order to guide the learner.
The six steps are:
1.
Action- needs identification and
learner performance
2.
Behavior- conceptualization of the
action
3.
Norm- transformation of the behavior
to a norm
4.
Value- defining the value in the
behavior
5.
Identity redefined- redefinition of my
unique identity
6.
Teaching- Using the Anthropogogy model
to teach the other
The anthropogogical approach of teaching is based on
K. E. Løgstrup's idea that knowledge is created thought an equal exchange of
many different individual's perception of the world. The Danish
theologian-philosopher K. E. Løgstrup is second in reputation in his homeland
only to Søren Kierkegaard. K. E. Løgstrup presents his theory of using
phenomenology in understanding our ethical decisions. According to Løgstrup,
phenomenology not only provides an understanding of human existence but also of
ethics, through examination of the phenomena of ethical concepts. Learning is
the student's participation in this exchange. The teacher and student jointly
select the subject matter that is to be worked with in the classroom, according
to the student's needs. They are equal in this process, just as they are in
their efforts to the stages of the anthropological significant learning model,
and produce common knowledge within the field. The learning outcome can be
measured within the model itself: there are significant student's behaviors
related to each stage.
Details of the six stages of the Anthropogogy significant
learning model:
1.
Action- carrying out an action for the
first time in response to an internal or external need. The teacher identifies
and reflects the need of the learner: leading him/her to do what they did not
do previously. The learner performs the action for the first time together with
coaching from a professional person. The learner then experiences the
consequences of his/her action and evaluates his/her response.
•
The
result of Step 1: Recognizing by the learner his/her need and the actual
carrying out of the action for the first time (alongside reflection).
2.
Behavior- conceptualization of the action:
The learner repeats the action using clear quality and
quantity measurements. The learner then describes the action, helping him/her
to improve the repeated action and transfer it into standard behavior.
•The result of Step 2: Conceptualizing behavior
and standardizing it according to the expectations.
3.
Norm- transformation of the behavior into
the norm:
Norm is defined as "a standard of achievement or
behavior that is required, desired or designated as normal". These
standards of behavior are "shared by members of a social group to which
each member is expected to conform." In this step, the behavior is transformed into
norm as an expected behavior.
•
The
result of Step 3: Understanding by the learner of the benefits of turning the
behavior into the norm in order to reinforce the behavior in a social context.
4.
Value- defining the value in the
behavior:
The meaning of the behavior is defined to the learner as
well as the benefits that may be gained from the norm to the learner and to his/her
surroundings. The value then becomes the guiding principle to making future decisions
connected to the behavior; helping decide when and how to use this behavior. In
this manner, the behavior becomes more significant.
• The result of Step 4: Defining the value of
the behavior by making it significant.
5.
Redefinition of my unique identity- self-identity
redefined
The values are acknowledged by the learner and assist in
redefining his/her unique identity. The learner knows how to describe their
newly unique identity and explain what their unique contribution is to those
around them. Although the learning process affected one behavior, it helped
to redefine his/her whole identity to him/herself.
•
The
result of Step 5: Reformulating a unique identity by the learner.
6.
Teaching- Using the Anthropogogy model
to teach the other.
The learner becomes
the teacher ("Melamed"). The learner uses his/her personal experience
as a role model and teaches the other using his/her own unique identity. He/ She
applies the Anthropogogy model to lead a new learner to significant learning.
•
The result
of Step 6: Continuity of the learning process according to the Anthropogogy model
to achieve significant learning for the learner and for the teacher.
When anthropogogical learners discover something they like, they are excited to share it with their
friends using digital devices and social media tools. This is how they want
their educational experience to be. Anthropogogical learners want to learn
collaboratively and to apply what they have learned through creative path-way.
They prefer learning on their own time and on their own terms and want to be
involved in real-life issues that matter to them.
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