ped+and+and+hidden

the 7th and 12th centuries.Greek for //paid,// meaning Child and //agogus// meaning "leader of Literally meaning the art and science of teaching children. Basically concerned with transmitting of information and skills. Examples would be lecture, readings, labs exercises, films, tape..Basically the Pedagogical theory is Primarily ran by the teacher using a grading system, syllabus and logical sequence. R Gray || This term was coined in 1833 by the German teacher Kapp. He used it to describe the educational theory of Plato Andragogy is based on the Greek work //aner// with the stem //andr// meaning "man, "not boy" or adult. and //agrogus// meaning "leader of."Andragogy is defined as the art and science of helping adults learn.This Theory is more relaxed and trusing and done with mutua lassessment, collaboration and negotiation by using the independent study, and using the learner collected evidence validated by peers, facilitatiors and experts R Gray || As far as internal and external motivations are concerned, no one can externally motivate anyone to do anything. Even under the external threat of death, it is an internal motivation to stay alive that moves people. Suppose I threaten a student with the prospect of poor grades. If that student does not give a hoot about grades then my threat has not engendered any more or less motivation within that student to perform. If a student studies hard and performs well, then it is an internal desire to succeed and be validated by the external reward of superior recognition that motivates that student. Will a class where students get to evaluate their own progress motivate a student who would otherwise be unmotivated in a traditional classroom setting where grades are assigned by an objective instructor? I think the answer to this question is a resounding "no". Students who are motivated, are motivated -- as long as the learning enviroment is well-defined and logical. Pedagogy, as defined by Knowles, is easy to attack. But I think it is a "strawman". I've not seen it in any of the pedagogical programs that I have successfully navigated nor is it present in the "//pedagogical//" classes that I am currently teaching. JK. || "Many of the criticisms of andragogy stem from the lack of empirical evidence to support the assumptions (Brookfield, 1995; Burge, 1988). Andragogy has been called a '„theory, method, technique, or set of assumptions' (Davenport & Davenport, 1985, p. 152). Hartree (1984) was critical of andragogy, stating that it failed to encompass an underlying epistemological base. He also questioned whether adult learning was truly different from child learning. Knowles viewed his assumptions of andragogy as a "system of concepts" rather than a theory, and the influence of many educational theorists is evident in these assumptions (Knowles, 1984, p. 8)" (Blondy, 2007)
 * =Characteristics of Pedagogy= || =Characteristics of Andragogy= ||
 * Evolved in the monastatic schools of Europe between
 * The student never questions the instructor and accepts all the instructor says as gospel truth. || Students feel free to question the instructor and discuss conflicting information provided by different resources. The instructor is a partner in learning. ||
 * Younger learners are often more comfortable in this mode, preferring to have the instructor deliver just what they need to know on the test. This comment is based on student feedback in my class, and it has been consistent year to year. || Younger learners may find this very stressful at first, generating commentary like, "I think my instructor is lazy, making us teach ourselves how to be nurses." Once learners understand this model and use it successfully, they prefer it, but it can be a fair amount of work getting them there initially. ||
 * student is externally motivated || student able to slove a problem in other ways then directed ||
 * A risky path that can encourage disrespect and harbor resentment. || When the timing of challenges is appropriate, autonomy is nurtured and intrinsic motivation is increased. ||
 * I studied Photography, Physics, Mechanical Engineering, and Manufacturing Systems Engineering in this model. I think it works just fine. There were hours and hours of lectures which I found facinating. There are plenty of times, even with adult students, where the subject matter is so vast and unfamiliar that the student needs direction from a subject-matter expert. If one defines "pedagogy" as a situation where students sit and listen and are not allowed to ask questions or otherwise interact with the instructor....then....yes this is inadequate. But who has ever been in that situation as a teacher or student? Even in grade school I got to ask questions in class.

From: Journal of Interactive Online Learning. __Evaluation and Application of Andragogical Assumptions to the__ __Adult Online Learning Environment.__ Laurie C. Blondy University of Michigan, Ann Arbor. (2007) I think there is a lot of good intention Knowles' work and much to be gained from it. I do not see it as an either/or situation. I use pedogogy when it seems best and I slide towards andragogy when the class is ready for some self-directed exercises. JK. ||
 * Teacher-centered learning environment JK. || Student-centered learning environment JK. ||