Many educationalists, and even some corporate learning and development professionals, talk a lot about pedagogy. From the classical Greek, this literally means “leading the child”, but it is widely understood, in educational circles, including further and higher education (i.e., education that is not for children) to refer to underlying theory of learning, including understanding how children/people learn, and how to design learning for best effect.
In the 1940s, the American educationalist Malcolm Knowles proposed a new theory of andragogy – “leading the man” – which highlighted the different ways in which adults, as distinct from children, learn.
In the last decade, Australian academic Stewart Hase has advocated a new theory, heutagogy – “leading the self” – which shifts the emphasis to self-directed learning, in keeping with recent moves towards more learner-centred learning.
Simpler language, eschewing debate about rival theories, and focusing on the practical application of pedagogy/andragogy/heutagogy, is learning design.
There's some useful discussion of this in Sam Chapnick and Jimm Meloy's excellent book, Renaissance eLearning: creating dramatic and unconventional learning experiences, Chapter 3, ‘From Andragogy to Heutagogy’.
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