When I shared my CORE eFellowship research plans with my lovely colleagues at The Mind Lab, I received some wonderful endorsement from my new colleague Tim Gander, himself an eFellow in 2014. He said to me that all pedagogy starts with andragogy. I smiled to myself, thinking, ‘OK, that makes sense: teachers learning (education as an adult – andragogy) about how to teach young people (pedagogy),’ and the comment went no further in my brain.
I’m no expert in andragogy, and in fact, sometimes I confess to thinking that some of the things people more expert than I list to consider when engaging with adult learners are equally important when working with young people. Take this list from Tom Whitby’s post for example:
According to an article, “Adult Learning Theory and Principles” from The Clinical Educator’s Resource Kit, Malcolm Knowles, an American practitioner and theorist of adult education, defined andragogy as “the art and science of helping adults learn”.
Knowles identified the six principles of adult learning as:
Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to learning experiences
Adults are goal oriented
Adults are relevancy oriented
Adults are practical
Adult learners like to be respected
I’m not entirely sure that this is so different to what works for younger people too – it’s just that maybe their ‘life experiences and knowledge’ haven’t been gained over the same amount of time. And that maybe younger learners need more help to be ‘internally motivated and self-directed’. (I don’t know – share your thoughts with me below…)
Nevertheless, this doesn’t mean a list like this isn’t useful, nor that it should be dismissed. And it’s the final bullet point that I want to think about today, that ‘adult learners like to be respected’.
I’ve been reflecting a lot recently about respectful practice. I started this eFellow journey in conjunction with my work as Postgrad Programme Director at The Mind Lab by Unitec with the intention of transforming education one teacher at a time. (No quiet, humble goals for me!) I want to use Design Thinking as my pedagogy (or is that andragogy now??) to bring about this shift. The Design Thinking principle I was seeking to embrace was ‘bias towards action’ – participate in the learning at The Mind Lab with the intention of changing your practice and thereby the world. But now I have started to doubt myself: who am I to disrupt the thinking of classroom teachers? Is there not an inherent disrespect in thinking I know a better way to ‘do’ education?
But in the midst of this doubt, which still continues, one thing has become abundantly clear to me: I hold genuine admiration for these teacher-learners who come faithfully every week to learn with me at The Mind Lab. They embrace playing with new technology, they share ideas, and are willing to consider new ideas. They devote time out of the scheduled sessions to read, view, think (and complete assignments!). They clearly just want the best for the young people in front of them. They embody a growth mindset. I am lucky to be part of their learning, and they are teaching me a lot about myself in the process.
So, instead the Design Thinking mindset or principle I find myself embracing is empathy, human-centredness. And maybe this is a more important starting point.