What is Heutagogy?
Heutagogy, derived from the Greek heuretikos, for “serving to discover or find out" (heuristic, n.d.), describes an innovative, but not well-known learning theory applicable to 21st century adult learners. According to Australian professor Chris Kenyon (2014), heutagogy originated in 2000 during a graduate course co-taught with colleague Stewart Hase in which self-determined learning practices were introduced. Hase and Kenyon (2007) asserted that heutagogy addressed learners’ self-determination in line with Bandura’s (1989) theory of human agency in which individuals autonomously advocate for and contribute to their learning behaviors. Moving from pedagogy to andragogy, they argued that principles of heutagogy advanced Knowles’ (1972) learning assumptions by focusing on negotiated content, activities and assessments to develop creative and capable learners. Moreover, (Blaschke 2012) clarified that heutagogy differs emphasizing capacity, nonlinear learning and teaching processes, double loop learning, metacognition and self-reflection.
References
Bandura, A. (1989). Human agency in social cognitive theory, American Psychologist, 44(9).1175-1184.
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71.
Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-118.
heuristic. (n.d.). Online Etymology Dictionary. Retrieved August 8, 2016 from Dictionary.com. website http://www.dictionary.com/browse/heuristic
Kenyon, C. (2014) Heutagogy101. Paper presented at the Heutagogy Conference-Linking Heutagogy with Learning for the 21st century. London Knowledge Lab, London, UK.
Knowles, M. (1972). Innovations in teaching styles and approaches based upon adult learning. Journal of Education for Social Work, 8(2), 32-39.
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