Exploring Heutagogy in Higher Education
Academia Meets the Zeitgeist
Book
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In this chapter we address heutagogy’s psychological and sociological aspects. We first present the self-determination theory (SDT), which postulates three basic human needs as the driving forces of learning: ...
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This chapter describes the design, the learning processes, the outcomes, and the students’ reflections of the course. It describes the co-teaching experience of the author, the challenges of conducting self-fo...
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This part presents the authors’ self-study research, which includes five case studies of heutagogy courses in a faculty of education and teacher education programs in a university and a college of education.
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I experienced heutagogy as a lecturer in two slightly different formats, “dilemma-based” and “statement-based”. The dilemma-based case study described in the present chapter consists of four instances of the s...
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In this chapter we discuss the case studies presented in the previous chapters and compare their characteristics. Thereafter, we propose a critical analysis of the findings.
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Following the previous chapters of the book, this chapter is devoted to refining our insights on heutagogy in higher education by comparing our experience to that of Matusov and Marjanovic-Shane (2017) [M-MS]. As...
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Heutagogy is a teaching-learning approach in which the students themselves determine their learning. In this chapter we define the meaning of the term heutagogy and present its basic principles. Heutagogy goes...
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Connectivism is a new paradigm of learning adapted to the networked world we live in. In this chapter we explore this paradigm as developed by Siemens and Downes and critically discuss its essence of knowledge...
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This chapter presents three examples of heutagogy pioneers. The first is an ancient example of the Talmud way of learning. The second is the story of Joseph Jacotot, a university lecturer from the nineteenth cent...
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The postgraduate teacher education studies course was devoted to enhancing phronesis (practical wisdom) in education. This chapter includes the course’s rationale, its learning stages, referring to both semesters...
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This chapter describes the rational, the process, and the outcomes of the course “Cognition and education”. It includes its learning stages referring to both semesters, the findings from the students’ reflecti...
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The statement-based case study consists of two instances of the same course type, delivered over two consecutive years. All of them shared the same setting and were taught to different students.
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The first part of this chapter describes and analyzes a community of learning and practice of heutagogy, which included 12 faculty members in a college of education. The ongoing process is a heutagogical one, ...
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In this chapter we present a few reflections about heutagogy practice and study. Some of our conclusions are already being implemented while others are planned for the future.
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The publication of From Andragogy to Heutagogy (Hase & Kenyon, 2000) marks heutagogy’s starting point. In this chapter, we examine Hase and Kenyon’s philosophical presuppositions. This examination concerns two is...
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In this chapter we present the philosophical basis of heutagogy from our point of view. Based on the writings of Michel Serres, we discuss the ideas of knowledge and learning as wandering in a networked world....
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This chapter begins with a brief description of andragogy and its basic principles, and their contrast to pedagogy. Then, following Hase and Kenyon (2000) and Blaschke (2012), we focus on the main differences bet...