These specific constructs are four of the ideas of learning modality. Distinct by the differentiations in relationships between instructor and student, student with peers or as an individual seeker, and student with the recognized reality that learning and teaching between individuals or groups of individuals is a shared concept with a multitude of potential lessons. Knowledge acquisitions are determined or enhanced through a participatory action and one’s capability to access the lessons through perspective, context, self-expression, depth of critical thinking applied, and self – reliance. As we do here, with all the blog posts entries that we provide. We simply introduce a surface discussion into areas where a deeper dive is warranted. The exposure to the pathway does not determine where the path will lead for any individual. Individuals must recognize that they alone will choose how the intensity and applicability of the concepts are explored and analyzed.
Pedagogy is the method of learning where the teacher/instructor/mentor/coach is the dominate party of the relationship. The advisor of subject matter, the guide that both poses the questions and helps you to find the directed answers. Most generally the pedagogy is where the Master instructs the student on how to perform a math equation, what letters come in order of the alphabet, how to name shapes, how to read a map, how to do a correct push-up, what the meaning of being polite is, what table manners are, etc…. The idea that the teacher instructs the student in the acquisition of the knowledge born of the construct and the intention of the lesson.
Metagogy finds a shift in this relationship between instructor and student. The shift being that the student begins to interject questions of their own, to issue challenges to the status quo, to research or to examine query with Socratic principles, or applications of the null hypothesis ( you can prove something false but you can not prove it true – therefore, if you always approach evidence-based examination through the lens and intention of proving it false, you have a greater recognition of what all is possible or believable to become or currently be true at the time of your examination with the data available). The student/instructor begin to examine things together with the instructor still guiding the boat, but the student is setting a course for where to take the boat so to speak. A place of mutual study and although the student is not fully capable yet of knowing what they do not know or how to seek with intention, they begin to learn during a process of metagogy instructional design and participation.
Andragogy often related to “adult learning” but for our discussion we will provide the assumption that the process is for learning with maturity and discipline of one’s self more than the attainment of one’s age. The inference being that life experiences are unique, and that age is not the determinant factor of personal experience as a stand-alone measure. A good metaphor is that the instructor is like the caterpillar, Cheshire the cat, The Mad Hatter, and the White Knight in Alice in Wonderlands journey through Wonderland. The Instructor/Mentor in this model of learning process is the guide but only when the student needs them to appear or seeks them out for assistance. In other words, the student, Alice herself is the guide that seeks her own knowledge. The student explores areas of interest to them and sets the course for what they would like to learn or know more of specifically. The individual responsibility of the “adult” or “mature” learner is required for them to excel, find sufficiency as the objective, or to seek mastery and proficiency in their own right and by their own seeking and doing.
Heutagogy some people would call this phase or process an awakening, or an actualization that teacher and student can become synonymous, a time length, a subject matter, a hierarchy are all in a state of fluidity. An expert in martial arts may be the best teacher until the subject matter is speaking English, or cooking tacos. The point being that a person that finds themselves utilizing this learning style process is one that understands that collaborations, diversity, discourse, and evidence are all relative and that a person can be or become both a student and a master (instructor) – a person can learn from someone younger, different, less academic credentials, less monetary influence or worth for example. In fact, the whole process is now determined by the individual and there is no more formal guide to assist with the knowledge or skill acquisition. The subject matter, the environments, the choices made, the interactions and integrations of people potentially inferior, and people potentially superior in any subject at anytime can all learn from and with each other. From and with being distinct but equally as important in word selection or matter of practice. From being that (A) teaches (B) or (C) showed (A) something new. With being that (A), (B), (C), and even (D) all might participate in learning something together and each one influences or provided input that is significant – not always in equity as a mandate but significant. (A) might add (1) concept and (B) might add (4) concepts and (D) might add (12) concepts – the whole, is the result, not the single contribution of any individual. The point being, that we are able to learn through life experiences, communication, participation, and observations.
I encourage you to study these concepts and their differences in greater detail. Find where you are as a learner, and as an educator if that applies to you. Life is a journey and lessons are never-ending. We must never stop asking questions, watching and interacting with people, or learning!
MadzookJoe, 2019