The anthropogogical approach of
teaching is based on K. E. Løgstrup's idea that knowledge is created through 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.
Dependence:
The learners are independent or semi-independent. They strive for autonomy and self-direction in learning. They are not fully capable of managing their own learning.
The learners are independent or semi-independent. They strive for autonomy and self-direction in learning. They are not fully capable of managing their own learning.
Resources for learning:
The learners use their own and other's experience. The teacher provides some resources but the learner decided the path by negotiating the learning. The learner has as many resources as he needs.
The learners use their own and other's experience. The teacher provides some resources but the learner decided the path by negotiating the learning. The learner has as many resources as he needs.
Reasons for learning:
Human beings learn when they experience a need to know or to perform more effectively. The learning process is not necessarily planned or linear. It is based on need or identification of the potential to learn in novel situations. It might be in order to advance to the next stage.
Human beings learn when they experience a need to know or to perform more effectively. The learning process is not necessarily planned or linear. It is based on need or identification of the potential to learn in novel situations. It might be in order to advance to the next stage.
Focus of learning:
The learning is task or problem centered. Learners use their own and others' experiences and internal processes such as reflection, interaction with others, and problem-solving behaviors.
The learning process is not necessarily subject-centered, butfocused on aprescribed curriculum and planned sequences according to the logic of the subject matter.
The learning is task or problem centered. Learners use their own and others' experiences and internal processes such as reflection, interaction with others, and problem-solving behaviors.
The learning process is not necessarily subject-centered, butfocused on aprescribed curriculum and planned sequences according to the logic of the subject matter.
Motivation:
Motivation stems from internal sources- the increased self-esteem, confidence and successful performance.
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. Learners prefer instant gratification and immediate rewards.
Motivation stems from internal sources- the increased self-esteem, confidence and successful performance.
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. Learners prefer instant gratification and immediate rewards.
Role of the teacher:
Develops thinking skills
Assesses transparently
Fosters problem solving
Uses project-base methods
Works collaboratively
Is interdisciplinary
Teaches contextually
The teacher is enabler or facilitatorin a climate of collaboration, respect and openness.
Develops thinking skills
Assesses transparently
Fosters problem solving
Uses project-base methods
Works collaboratively
Is interdisciplinary
Teaches contextually
The teacher is enabler or facilitatorin a climate of collaboration, respect and openness.
Develop the learner's capabilities:
Know how to learn
Creativity
High degree of self-efficacy
Applying competencies in novel as well as familiar situations
Working well with others
Know how to learn
Creativity
High degree of self-efficacy
Applying competencies in novel as well as familiar situations
Working well with others
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.
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
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
4.
Immediate and practical
learning: The main motive for human learning is for problem solving.
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