Heutagogy is a learning theory that extends the principles of andragogy to a higher level of learner autonomy and self-determined learning. The term "heutagogy" was coined by Stewart Hase and Chris Kenyon in 2000. The word is derived from the Greek "heutagogia," meaning self-determined learning.
In heutagogy, the learner not only takes responsibility for their own learning but also plays a key role in designing and defining their learning path. Unlike andragogy, where the learner is assumed to be ready to learn and the educator facilitates the process, heutagogy emphasizes that learners are not just self-directed but are also involved in setting their own learning goals, choosing methods of learning, and assessing their progress.
Key principles of heutagogy include:
Learner Autonomy: Learners have a high degree of autonomy and control over their learning process. They actively participate in decision-making regarding what, why, and how they learn.
Self-determined Learning: Heutagogy focuses on fostering self-determined learning, where learners are not only responsible for their learning but are actively involved in determining the direction and content of their learning.
Open-ended Learning: Learning is often open-ended and not bound by predefined curricula. Learners are encouraged to explore diverse sources of information and engage in a variety of learning experiences.
Reflective Practice: Reflection is a crucial aspect of heutagogical learning. Learners are encouraged to reflect on their learning experiences, assess their progress, and make adjustments to their learning strategies.
Collaborative Learning: While heutagogy emphasizes individual autonomy, it also recognizes the importance of collaboration. Learners may engage in collaborative learning experiences and share insights with others.
Heutagogy is particularly relevant in the context of the rapidly changing information landscape, where learners need to continuously adapt and acquire new knowledge and skills. It places a strong emphasis on lifelong learning and the development of learners as self-directed, adaptable individuals capable of navigating complex and evolving learning environments.
