Exploring Heutagogy in Higher Education
Academia Meets the Zeitgeist
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Psychological and Sociological Aspects of Heutagogy
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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Youth Cultures
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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Methodology
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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Ethics in Education
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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Discussion of the Case Studies
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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Heutagogy Versus Other Experience of Self-determined Learning
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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Introduction—Heutagogy: What Does It Mean and Why It Is Needed
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: Networks, Knowledge, and Learning
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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Pioneers of Heutagogy
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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Phronesis in Education
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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Cognition and Education
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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Philosophy of Early Childhood Education
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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Chapter
Toward a Paradigm Change: Building a Culture of Heutagogy
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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What’s Next?
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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Chapter
Philosophical Roots
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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Chapter
The Philosophy of Heutagogy
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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Three “Gogies”: Pedagogy, Andragogy, Heutagogy
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...
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The Journey of ACE
The book’s previous chapters narrate a journey of a team of teacher-educators, school teachers, and student-teachers who wish to develop a new way of educating preservice teachers. Together, they create a teac...
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The “Third” within ACE
ACE was launched in fall 2001. Fourteen years later, the program is a success. Recently, ACE was awarded the best teacher education program in Israel, and it is internationally acclaimed. The number of candida...
