This book explores heutagogy (self-determined learning) – a new approach to teaching and learning in higher education – and proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystem.
The first part of the book presents the philosophical, psychological and sociological foundations of heutagogy, and describes lessons learned from prior experiences of its implementation. The second part presents a collaborative self-study of five heutagogy courses in higher education. The third discusses how the academic community can enhance the paradigm change, and compares heutagogy to similar academic approaches. The concluding chapter of the book explores the question of “what next”? and suggests some possible elaborations of heutagogy.
“At the beginning, it was very difficult for me to appreciate the course’s mode of learning. All my life I had learned in a traditional manner. Occasionally I felt that I was being thrown into deep water without a lifeguard. … But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner…” (Student’s reflection)
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…this book suggests a novel approach to learning and education and will become a widely read one.” Dr. Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg
表中的内容
1 Introduction – Heutagogy: What it means and why it is needed.- Part I Points of departure.- 2 Philosophical Roots.- 3 Connectivism: Networks, knowledge and learning.- 4 Psychological and sociological aspects of Heutagogy.- 5 Three ‘Gogies’: Pedagogy, Andragogy, Heutagogy.- 6 The Philosophy of Heutagogy.- 7 Pioneers of heutagogy.- Part II The Journey: The case studies.- 8 Methodology.- 9 Case one: Cognition and Education.- 10 Youth cultures.- 11
Phronesis in Education.- 12 Ethics in Education.- 13 Philosophy of Early Childhood Education.- 14 Discussion of the case studies.- Part III Temporary Pier.- 15 Toward a paradigm change: Building a culture of heutagogy.- 16 Heutagogy versus other experience of self-determined learning.- 17 What’s next?.
关于作者
Amnon Glassner is a Senior Lecturer at Kaye Academic College of Education. He has two main research interests: (a) exploring the heutagogy learning-teaching approach; and (b) exploring teachers’ and students’ use of creative and critical thinking in learning. Dr. Glassner has published in various academic journals.
Shlomo Back is a Professor of Philosophy of Education and the head of the M.Teach program at Kaye Academic College of Education. Prof. Back was previously the College President and served several times as the chair of the Israeli forum of the Colleges of Education Presidents. He serves as an academic advisor on many national education committees, and has published several books (including Ways of Learning to Teach) and numerous academic papers.
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