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. Nir Golan offers a new definition of Anthropogogy as: "Leading a person (regardless of age) throughout significant learning towards behavioral change that can be implemented immediately" (Golan, 2014). In today's reality, culture is changing rapidly, so education has to be a lifelong process: where the teacher helps the learner discover the unknown without repeating information about the known.
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
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).
Richard Lavoie in his book: "The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child (October 7, 2008), believes our motivation doesn’t change with age. We all have different motivational profiles that are fairly consistent. Lavoie feels that when an educator understands the motivational profile of a particular student, that teacher will have a much greater likelihood of being able to motivate that student. They will be speaking the same motivational language. The motivational profile of an individual, per Lavoie, is based on “Secondary Needs.” Our personalities are determined by the degree to which we are motivated by these:
Status: need to know how our self-conception is influenced by the opinions of other people
• Concerned by imperfection, failure
• Very sensitive to criticism and being reprimanded
• Often wants approval and encouragement
Curiosity: need to know and to learn
• Shows enthusiasm in several areas of interest
• An avid reader, independent
• Broad general knowledge
Social able: need to associate with other people
• Very verbal
• Enjoys group work
• Driven by friends
Control others: need for control, power, influence and authority
• Enjoys being in control
• Involved in frequent power struggles / arguments
• Has leadership qualities
Opinion able: need to be contentious
• Has strong opinions
• Interested in and enjoys taking responsibility
• Tends to be argumentative
Independence: need to be independent
• Quickly grasps new material
• Efficient and highly productive
• Enjoys working independently
Achievements: need for recognition and acknowledgement
• Highly competitive
• Arrogant, pushy
Conformism: need to belong to a group
• Seeks out and shows strong group identity
• Sensitive to needs of others
• Admires role models
Education has to be a lifelong process: where the teacher helps the learner discover the unknown without repeating information about the known. Motivation doesn’t change with age. We all have different motivational profiles that are fairly consistent
A teacher looking to motivate a student would do well to understand the currency the student values.
Is the student motivated by?
The need for recognition
The need to connect with another
The need to deeply understand
The need to guide/control the session
If we work with the motivational profiles of our students, we will be more effective with them.