The anthropogogical
approach of teaching is based on K. E. Løgstrup's idea that knowledge is
created thought an equal exchange of many different individual's perception of
the world. The Danish theologian-philosopher K. E. Løgstrup is second in
reputation in his homeland only to Søren Kierkegaard. K. E. Løgstrup presents
his theory of using phenomenology in understanding our ethical decisions.
According to Løgstrup, phenomenology not only provides an understanding of
human existence but also of ethics, through examination of the phenomena of
ethical concepts. Learning is the student's participation in this exchange. The
teacher and student jointly select the subject matter that is to be worked with
in the classroom, according to the student's needs. They are equal in this
process, just as they are in their efforts to the stages of the anthropological
significant learning model, and produce common knowledge within the field.
· Dependence:
The learners are independent or semi
independent. They strive for autonomy and self-direction in learning. They are
not fully capable to manage their own learning.
· Resources for learning:
The learners use their own and other's
experience. Teacher provides some resources but the learner decided the path by
negotiating the learning. The learner has as many resources as he needs.
· Reasons for learning:
Human beings learn when they experience a need
to know or to perform more effectively. The learning process is not necessarily
planned or linear. It is based on need or identification of the potential to
learn in novel situations. It might be in order to advance to the next stage.
· Focus of learning:
The learning is task or problem centered.
Learners use their own and others experiences and internal processes such as
reflection, interaction with others, and problem-solving behaviors.
The learning process is not necessarily subject
centered, focused on prescribed curriculum and planned sequences according to
the logic of the subject matter.
·
Motivation:
Motivation stems from internal sources- the
increased self-esteem, confidence and successful performance.
Immediate and practical learning: The main motive for
human learning is for problem solving. The learner has a need for the immediate
application of the learned material, so learning has to be more focused in
giving solutions to the particular problem. Learning which cannot be
implemented immediately is perceived as a waste of time. Learners prefer
instant gratification and immediate rewards.
· Role of the teacher:
Develops
thinking skills
Assessed
transparently
Fosters
problem solving
Uses
project-base methods
Works
collaboratively
Is
interdisciplinary
Teaches
contextually
The teacher is enabler or facilitator a climate
of collaboration, respect and openness. Develop the learner's capabilities:
Know how to learn
Creativity
High degree of self-efficacy
Applying competencies in novel as well as
familiar situations
Working well with others
Nir
Golan, an educational and leadership expert, suggests combining the terms
Pedagogy (child learning) and Androgogy (male / adult learning),
into one term, iWhyApp: to mean human learning. The iWhyApp model assumes that the
distinction between children and adults is no longer relevant in the digital
age and that each student should be treated as a 'whole' person irrespective of
their age.
According to Golan, iWhyApp has four basic principles:
1.
The independent learner: the perception of
oneself as an independent entity. A person sees him/herself as someone who is
self-directed; choosing what to learn, how much and how to learn it.
2.
Adapting learning to that person's
needs:
the person is ready to learn when he/she needs that specific learning process,
and it is incorporated into daily tasks and social functioning. He/she sees
that the learning process serves his/her personal development
3.
Renovating learning: In the digital age
where there is widespread availability of network information, learning should
give news and added value to the learner
4.
Immediate and practical learning: The main motive for
human learning is for problem solving.
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