Andrew Seaton (aseaton@tpgi.com.au)
Sat, 12 Jun 1999 09:34:49 +1000
Date: Sat, 12 Jun 1999 09:34:49 +1000 From: Andrew Seaton <aseaton@tpgi.com.au> Subject: Androgeny and Pedagogy
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Yes, Susan. After all, which of the underlying assumptions of androgogy
quoted by Susan Osborn applies significantly less to young people than to
adults?
Cheers
Andrew
>-Learning is lifelong. If you're not growing and learning, you're
>dying.
>-The orientation is life-centered. The focus is on how to understand a
>situation, perform a task, solve a problem, or live a satisfying life.
>-Teachers serve as facilitators and resources.
>-Learners are motivated by internal needs such as wanting greater
>self-confidence, a better quality of life, recognition, self-esteem, and
>a sense of control.
>-Learners are self-directing. They are in the best position to identify
>their own needs and form their own learning objectives.
>-Learning readiness is based on a need to know. Facilitators help
>learners assess where they want to be, where they are at present, and
>how to close the gap.
>-Learners are teachers. They have a wealth of experience waiting to be
>tapped. They benefit tremendously by exchanging ideas and information
>based on their own experiences.
>-Facilitators are lifelong learners. They continually expand their
>learning through the exchange of ideas and information.
>-Facilitators are process designers. They build a climate conducive to
>dialogue and provide an environment of mutual respect, support,
>openness, and enthusiasm.
>-Facilitators and learners collaborate in the learning process.
>Planning, evaluation, and responsibility for learning are shared.
>(Reference: ANDROGOGY IN ACTION: APPLYING MODERN PRINCIPLES OF ADULT
>LEARNING, Malcolm S. Knowles & Associates, 1985.)
______________________________
Andrew & Pamela Seaton
www1.tpgi.com.au/users/aseaton
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