Compare and Contrast of Pedagogy and Andragogy
Compare and Contrast of Pedagogy and Andragogy
At the end of this essay, I intend to make an exposition into the concepts Pedagogy and Andragogy that any layman can understand both concepts without any problem - Compare and Contrast of Pedagogy and Andragogy introduction. In doing this I will attempt a definition of both concepts. I will also compare both concepts to see the similarities that exist between the two concepts and on the other hand check for the differences in both concepts. This I will attempt to achieve in the following paragraphs.
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The initial thing to note here is that both concepts and terminologies are associated with ways of learning. Pedagogy simply refers to approach of tutoring, or a method of tutoring that has to do with children. The etymology of the word is in Greek and it means “guiding the young person”. Also, it is the way of educating children and frequently is used to refer to teaching. Generally it entails a teacher-centered way of learning because in this way of tutoring, the teacher takes the job upon himself or herself to decide the what, how and when of the subject to be tutored. Pedagogy can hence be seen as a form of tutoring where the teacher is active and the students passive.
On the other hand, Andragogy is defined as the model of tutoring that is aimed at assisting the adult to learn. Unlike pedagogy, andragogy is a learner- directed model of learning. Andragogy is a model that allows learners the opportunity to understand the reason that a subject of study is imperative for learning. Also, it enlightens learners on the way of helping themselves in understanding information.
What is the comparism and disparity between both concepts? A critically evaluation of both concepts will show that, apart from the fact that both concepts are models of learning, and that they both strive towards the dissemination of information from the teacher to the person learning, they differ in numerous ways. The disparities in these concepts are enumerated below sequentially.
The first disparity in these two models is the terminologies that are used. For instance, in the pedagogic model, the learners are referred to as students. This is different from that andragogic model where the learners are referred to as participants. Here, one can see from the terminologies used that in the pedagogic model of learning, the learners are bossed The tutor displays a kind of superiority to the learners while in the andragogic model, the term used to qualify its learners makes the learner feel involved in the process of tutoring.
Another difference that exists between both models is that in the pedagogic model of tutoring, the learner is reliant on the teacher for almost everything in the learning process but in the andragogic model, the participant is less reliant and more involved in the process of tutoring. Here, the learner is allowed to make decisions and is more active in the process of tutoring.
Furthermore, under the pedagogic model, there exist a general believe that the student is naïve and has barely little or nothing to add to the subject being taught, what is required of the student is that the student should sit and listen as the teacher downloads information to him or her, but this is not so in the case of andragogic model of learning. In the andragogic system of tutoring, the teacher leaves room for comments, additions and subtraction. This is based on the view that the learners are intelligent but that what they need is someone to bring out the intelligence in them.
Also, in the pedagogic model of tutoring, the objectives of the tutoring process are fixed, rigid and are not open to the consultation of the student but in the andragogic model of learning, the objectives of what is to be learned is less rigid and is open to consultation. Here, the participant can propose amendment(s) to be made in the tutoring process and such proposals will be considered.
Another thing that is worth noting is the fact that in the pedagogic model of learning, the teacher is the boss and he/ she decides the time and the tempo at which the tutoring will go, this is not so in the case of andragogic model where the tutoring is directed to the learner. Here, the tutor goes in the tempo that is satisfactory to the participant. Work load is not too much on the learner because the tutor is not rushing the participant.
In addition, in the pedagogic model of tutoring, all the credit of the information solely goes to the teacher or tutor for the students contribute little not nothing to the information derived. On the other hand, the participant is credited for the information that is gotten form the tutoring process because the process is made in such a way that the participant is allowed to contribute his quota to the tutoring process and what the tutor does is merely to guide the participant through what is assumed he or she has experience about.
If you will ask me, I think our educational system is more driven by the pedagogic model of learning and not only this but this pedagogic model is eating deep into our educational system. Often times than not, a student fails to remember what he or she is taught the following year. This is explained by the fact that the system provides an avenue where the student just reads to pass. This is what I choose to call schooling and not education. I am of the opinion that pedagogic model of learning has watered-down our educational system for there is no use in learning a thing that I will forget in barely a year. This is to the fact that information gotten is temporarily stored in the memory due to the rather fast and the lack of participation that this model brings. Hence, I make the conclusions that if we are to be educated, then let us do the right thing and we will have our faces filled with smiles.
· Pedagogy from the Greek word paid, meaning “child,” and agogus meaning “leader of.” Malcolm Knowles (1998). The adult learner: The Definitive Classic in Adult Education and Human Resource Development. Houston, TX: Gulf Publishing.
· John Dewey tested and proved his theories in the Laboratory School, established at the University of Chicago in 1896.
· Eduard C. Lindeman (1926). The meaning of adult education. New York: New Republic. Redistributed edition 1989.
· Conner, M. L. “Andragogy and Pedagogy.” Ageless Learner, 1997-2004. http://agelesslearner.com/intros/andragogy.html
· Kidd, J. R. (1978) How Adults Learn (3rd. edn.), Englewood Cliffs, N.J.: Prentice Hall Regents.
· Smith, M. K. (1996; 1999) ‘Andragogy’, the encyclopedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm. Last update:
· Boud, D. et al (1985) Reflection. Turning experience into learning, London: Kogan Page.