Pedagogy and Andragogy

Moderator- Dr. Priyanka Sharma Presenter- Dr Amita Deswal

Plan of Presentation
1. Definition and purpose of education
2. Teaching and Learning
3. Domains of Learning
4. Pedagogy
• Meaning and features
• Structure and classification
5. Andragogy
• Historical background
• Assumptions and principles
6. Heutagogy
7. Comparison: Pedagogy , Andragogy and Heutagogy
 Education

• Education is an intentional, more or less systematic

development of emotional and intellectual
properties of humans, creation of their attitudes,
types of behaviour in conformity with the
objectives of the given group, culture, etc. (Hartl,
Hartlová, 2000, p. 680)

Source: Saphier J, Haley-Speca MA, Gower R. The Skillful Teacher: Building Your Teaching Skills. 6th ed. Acton, MA: Research for
Better Teaching, Inc; 2008
• Education is a purposeful process through which an
individual:

• Acquires knowledge

• Develops skills

• Shapes attitudes, values, and character

• It’s not only about school — education happens

throughout life, everywhere (home, work, society)
• Education Involves:
1.Upbringing (moral and character development)

2.Instruction (teaching facts, concepts, knowledge)

3.Self-education (independent learning)

 What is Teaching & Learning?
Teaching

Teaching is the act of guiding and facilitating learning, not merely

delivering information.

Learning

Learning is a process that results in a change in the way a person

thinks, feels, or acts — as a result of experience or practice

Source: Singh T, Gupta P, Singh D. Principles of Medical Education. 4th ed. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd; 2013
Learning Spiral
• Learning is not a straight line — it’s a spiral where learners
revisit topics with deeper understanding each time

Key Features:
• Learning happens in cycles, not all at once
• Each cycle builds on previous knowledge
• Promotes long-term retention and deeper understanding
 Principles of Learning

Principle What It Means Example

Learning Excel is easier when you

We learn better when it matters to need to manage your own
Relevance
us expenses/or you want to analyse
your research data
We learn step-by-step from simple First learn letters, then words, then
Sequence
to complex write essays

You need basic math before

Cumulative New knowledge builds on old
learning algebra

Source: Singh T, Gupta P, Singh D. Principles of Medical Education. 4th ed. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd; 2013
Types of Learners

• Wants to understand • Goal: Score high

• Focuses on concepts deeply marks or get
memorizing facts • Connects new selected
• Studies only to knowledge with prior • Learns based on
pass exams learning what’s important
• Learns in a • Engages in self- for the exam
disconnected way reflection and • Selective focus on
questioning high-yield topics
 Bloom’s Taxonomy – Domains of Learning
• A classification of learning objectives that helps teachers plan, deliver, and
evaluate learning effectively.
• Developed by Benjamin Bloom (1956) — covers 3 learning domains:

Source: Singh T, Gupta P, Singh D. Principles of Medical Education. 4th ed. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd; 2013
 Cognitive Domain
Focuses on intellectual skills — how we
process and use information.

1. Remembering
Recall facts and basic concepts
eg: List the normal and high blood pressure
ranges."

2. Understanding
Explain ideas or concepts
eg: "Explain why hypertension increases the
risk of stroke."
3. Applying
Use information in new situations eg: "Measure a patient’s BP and identify if it is within
the normal range.“

4. Analyzing
Draw connections among ideas eg: "Compare primary and secondary hypertension
based on etiology."

5. Evaluating
Justify a decision or stand eg: "Assess if lifestyle changes alone are sufficient for stage 1
hypertension."

6. Creating
Produce new or original work eg "Design a health education poster to raise awareness
about preventing hypertension.”
 Affective Domain (Feelings / Attitudes)
•Receiving – Willing to listen (e.g., The student attends a session on medical
ethics and listens attentively)
•Responding – Participates actively (e.g., Student Asks questions to clarify
real-life application of confidentiality )
•Valuing – Shows commitment (e.g., The student begins to respect the
importance of privacy and avoids sharing sensitive information casually. )
•Organizing – Prioritizes values (e.g., Student Weighs confidentiality against team
communication and chooses ethical ways to share)
•Characterizing – Behaves consistently with values (e.g., student consistently
maintains confidentiality even under peer pressure)
 Psychomotor Domain (Skills / Doing)
• Involves manual or physical skills and coordination

• Imitation – Copying an action (e.g., Student Watches how to give an injection)

• Manipulation – Performing with guidance (e.g., Student Gives injection with teacher’s help)

• Precision – Performing accurately (e.g., Student Gives injection properly by himself )

• Articulation – Combine skills (e.g., Student Gives injection as part of full case )

• Naturalization – Perform automatically (e.g., Student Gives injection confidently without

thinking)
 Qualities of a Teacher
• Subject Expertise
• Willingness to teach
• Ability to motivate learners
• Organizational and managerial skills
• Communication skills
• Should give developmental feedback
• Tolerant

Source: Singh T, Gupta P, Singh D. Principles of Medical Education. 4th ed. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd; 2013
 What Is Pedagogy?
Pedagogy is the science and practice of education – mainly associated
with teaching children and youth

Key Features:

• Teacher-directed learning

• Structured, curriculum-based

• Focus on knowledge, discipline, and skill-building

• Emphasizes upbringing (values, manners) and instruction (skills,

subjects)

• Strong role of teacher as authority and planner

Source: Doležalová J, Hábl J, Janiš K. Fundamental pedagogy. 1st ed. Hradec Králové: PdF UHK; 2014
Structure of Pedagogical Disciplines
• Pedagogy has grown into many branches to handle various topics. These are
grouped as:

A. Basic Disciplines (Core Concepts)

• General Pedagogy – The foundation of all teaching and learning theory.

• Didactics – How to teach effectively.

• History of Pedagogy – How educational systems and ideas have evolved.

• Special Pedagogy – Teaching students with disabilities or special needs.

• Comparative Pedagogy – Comparing education systems across countries.

• B. Applied Disciplines (Practical Use)

• Preschool pedagogy

• School pedagogy

• Adult education (andragogy)

• Military pedagogy

• Vocational education
 C. Interdisciplinary

• These mix pedagogy with other sciences:

• Educational Psychology – How students think and behave.

• Philosophy of Education – The values and ethics behind teaching.

• Sociology of Education – Social factors affecting education.

• Economics of Education – Funding, resource allocation.

• Educational Management – Running schools and institutions

Classification of Pedagogical Sciences

1.Horizontally (by topic)

E.g. teaching science, teaching maths, school leadership

2.Vertically (by age group)

Preschool, primary, secondary, adult education

3.By setting

Formal (schools), informal (community), non-formal

(NGOs, online learning)
 Why Traditional Pedagogy Needs to
Evolve
• Today’s classrooms are more diverse and dynamic than ever before.

• Rigid, one-way teaching methods are not effective for modern learners.

• Students expect flexibility, engagement, and relevance.

• Teachers must adjust methods based on learner needs and situations.

• This need for change is called Pedagogical Flexibility and Mobility.

Source: Learning Journals. What are the different pedagogical approaches to learning? [Internet]. [cited 2025 Jun 22].
Pedagogical Flexibility and Mobility

Term What It Means Example

The ability to adjust teaching

Switching from lecture to
Pedagogical Flexibility strategies based on learners,
group discussion
context, or environment

The ability to shift roles and

Moving from instructor →
mindsets — not just methods
Pedagogical Mobility facilitator → mentor →
— based on what the
observer
situation needs
 What Is Andragogy?

Andragogy is the art and science of helping adults

learn. It focuses on self-directed, experience-
based, and problem-solving approaches to
education.

It was popularized by Malcolm Knowles, who

believed that adults learn differently than children

Source: Knowles MS, Holton III EF, Swanson RA, Robinson P. The Adult Learner: The Definitive Classic in Adult Education and Human
Resource Development. 9th ed. New York: Routledge; 2020
Historical Background

• 1833: Term “andragogy” first used by Alexander Kapp in

Germany

• 1920s: Eduard Lindeman linked adult learning to life

experiences

• 1970s: Malcolm Knowles defines and formalizes andragogy

as distinct from pedagogy

Malcolm Knowles
Six Assumptions About Adult Learners
• Knowles identified six foundational traits that distinguish adult learners from
children

1. Need to Know – Adults must understand why they're learning something before
fully engaging

2. Self-Concept – Learners want autonomy and ownership over their learning

process.

3. Experience – Adults bring varied life and work experiences that serve as a rich
learning resource.
4. Readiness to Learn – They’re ready to
learn when they see immediate relevance to
real-life roles

5. Orientation to Learning – Prefer

practical, problem-centered approaches
instead of abstract theory

6. Motivation – Driven more by internal

motivators (growth, self-esteem) than by
external rewards.
 Four Core Principles of Andragogy
1. Involved – Adults want to be involved in
planning their learning.
2. Experience – Adults bring valuable
experience that should be used.
3. Relevance – Adults prefer learning that has
immediate impact.
4. Problem-Centered – Adults want to solve
real-world problems, not just learn theory
Source: Knowles MS, Holton III EF, Swanson RA, Robinson P. The Adult Learner: The Definitive Classic in Adult Education and Human
Resource Development. 9th ed. New York: Routledge; 2020
Characteristics of Andragogy
Characteristic Explanation

Self-directed learning Adults like to take charge of what, how, and when they
learn.
Experience-based learning They use life and work experience to understand new
concepts better.
Readiness to learn They are ready to learn things useful for job, family, or
society.
Problem-centered They want learning to help solve real-life problems.

Internal motivation They learn better when motivated by personal growth or

goals.
Need for relevance They want to know why they are learning something and
how it helps.
Respect in learning They expect to be respected and have their experiences
valued.
 Andragogical Methods

• Andragogy encourages methods that respect the learner’s experience and

autonomy

• Case-Based Learning – Students work through a realistic clinical case guided

by the teacher.

• Example: A patient with chronic cough is presented; students discuss possible

causes, investigations, and treatment
• Problem-Based Learning – Learners investigate and resolve challenges

Example: Exploring causes of increased absenteeism in a rural school,

identifying health/environmental barriers.

• Reflective Journals – Deep thinking on experience to improve future

performance

Example: Reflecting on communication barriers faced during an immunization

awareness session in a slum area and planning how to handle them better next time
• Self-Directed Projects – Learners define objectives and strategies

Example: A student plans and conducts a survey on anemia prevalence among

adolescent girls in a school, analyzes the data, and prepares a health education session
based on the findings.

• Group Discussions – Peer-to-peer exchange of ideas and reasoning

Example: Students discuss barriers to effective implementation of family planning

services in rural areas and suggest community-based strategies to improve uptake
• Feedback Loops – Ongoing self-assessment and peer evaluation

Example: After conducting a health education session, students receive structured

peer feedback on their problem analysis, communication style, and group participation.

• Technology-Enhanced Learning – Use of digital tools to support learning

Example: Students complete an e-module on outbreak investigation, followed by a

quiz .
Heutagogy

Heutagogy is a modern educational approach

that goes beyond pedagogy (child learning)
and andragogy (adult learning) — focusing
on the learner being completely self-
determined in their learning process
 Key Features:
Feature Description

Learner autonomy Learner chooses what to learn and how to learn it

Non-linear learning Learning paths are flexible and personalized

Focus on applying knowledge in uncertain, real-world

Capability development
situations

Learners reflect not just on outcomes, but also on

Double-loop learning
beliefs and assumptions behind decisions

Heutagogy thrives in online, open learning

Digital learning friendly environments like MOOCs (Massive Open Online
Courses)
Examples in Practice:

• Medical students choosing a niche area (like AI in diagnostics) and learning via
podcasts, online courses, real-world projects — not just textbooks

• Residents developing their own learning plans for complex patient care scenarios,
including ethical decision-making.
Pedagogy → Andragogy → Heutagogy
(Comparison Table)
Element Pedagogy Andragogy Heutagogy

Learner role Dependent Self-directed Self-determined

Curriculum control Teacher-led Shared Learner-led

Learning path Linear Structured but flexible Open and evolving

Focus Content mastery Problem-solving Capability, adaptability

 References
1. Doležalová J, Hábl J, Janiš K. Fundamental pedagogy. 1st ed. Hradec Králové: PdF UHK; 2014.
2. du Plessis AE, Küng E, du Plessis E. Challenges for pedagogical effectiveness in an ever-changing education
landscape: conceptualisation of pedagogical mobility and flexibility as a context-consciousness. Educ Sci.
2024;14(4):349. Available from: https://doi.org/10.3390/educsci14040349
3. Ananthakrishnan N, Raman SK, Narayan KA, Sridhar MG. Medical education: principles and practice. 2nd ed.
Pondicherry: NTTC, JIPMER; 2000. Available from:
https://www.researchgate.net/publication/354677329_MEDICAL_EDUCATION_-_PRINCIPLES_AND_PRACTI
CE_Second_Edition_2000_NTTC_JIPMER
4. Tecnia Institute of Advanced Studies. Pedagogy: different methods and techniques of teaching [Internet]. New
Delhi: IQAC, TIAS; 2021 [cited 2025 Jun 17]. Available from:
https://en.wikipedia.org/wiki/Student-centered_learning
5. Shirur RN. Adult learning. New Delhi: Sterling Publishers; 1996
6. Singh T, Gupta P, Singh D. Principles of Medical Education. 4th ed. New Delhi: Jaypee Brothers Medical Publishers
(P) Ltd; 2013
7. National Teacher Training Centre (NTTC), JIPMER. Medical Education – Principles and Practice. 2nd ed. Puducherry:
NTTC, JIPMER; 2000.
Thank you