The Heutagogy Approach to learning and Complexity Theory
The Heutagogy Approach and Complexity Theory
Another language teaching approach I investigated was the heutagogy
approach to learning, or self-directed learning. This approach to learning began in 2000, due to dissatisfaction with the
teacher focused education that was occurring in universities. Heutagogy derives
from philosophies of humanism and constructivism, where the learner is at the
centre of their education.
Heutagogy (Hase, 2013 p. 7), is described as “self-determined
learning” which stipulates that “in some learning situations, the focus should
be on what and how the learner wants to learn, not on what is to be taught” and
it is a learner, not teacher-centred method. Learning, according to this
approach, is then successful, as students enjoy the learning and are therefore
motivated to keep learning. Secondly, they claim that while learning “brain
plasticity allows for existing neural pathways to be enhanced, and also for new
pathways to be established” (Hase, 2013, p. 10).
Heutagogy however, according to Hase (2013), should not
replace pedagogy entirely, but should be used as an extension during teaching,
particularly when skills are needed for a new area of knowledge. Using this approach,
the facilitator and learner agree on the time-frame for learning, method,
reviews and type of assessment (Hase, 2013). Feedback on performance occurs during informal discussions involving the learner’s challenges in learning new skills. Feedback also helps to plan for future
learning.
The benefit of the heutagogy approach, is that the learner
chooses what and when they are learning, thus becoming an active learner. They therefore have greater satisfaction during the learning process. This aligns with
Krashen’s Affective Filter hypothesis, as by having more choice in the learning
situation, the learner feels more comfortable, would have a more positive
attitude to learning and therefore would possibly be in a better position to
retain the input.
The heutagogy approach, however, doesn’t suit all learning,
such as when knowledge is needed before it can be utilised for safety reasons, such
as surgery, for less confident learners and in some cultures where more
teacher-centred traditional methods are held in high regard (Hase, 2013). The other issue is how to assess this method of learning, as the criteria for
displaying a learnt aspect of language is not explicitly explained and varies
according to the individual learner.
The heutagogy approach is affected by how we understand the
environment. Complexity Theory claims according to Hase (2013, p. 27), that the “world we live in is far more
complex than can be explained by linear associations, or by simple cause and
effect relationships”’, particularly in social interactions.
Complex Theorists such as Doolittle, view learning as an “emergent process,
unpredictable and involving the interplay of learner and context”, (Doolittle,
2000, in Hase, 2013, p. 28).
Complexity theory and the heutagogy approach, propose the need
for a change in the way we structure the learning process. They advocate that
the teaching should be student focused, with a flexible, individualised
curriculum, whilst providing plenty of high interest resources. The importance
of informal learning is also recognised (Hase, 2013). As Hase states, “we
need to facilitate rather than teach, step back and guide and provide a compass
rather than a map” (Hase, 2013, p. 28). Furthermore, for the present and future
educational needs of the learner, the heutagogy approach suits Web 2.0 internet
technologies such as blogs and Facebook, as learning is
student-centred, informal and social. As Hase notes, by using the
heutagogy approach, “learning is associated with making new linkages in the
brain involving ideas, emotions and experience that lead to new understanding
about self and the world” (Hase, 2013, p. 57).
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