Heutagogy: A New Approach to Learning in the 21st Century

 Heutagogy: A New Approach to Learning in the 21st Century

Heutagogy is a term coined by Stewart Hase and Chris Kenyon in 2000 to describe a form of self-determined learning that goes beyond the traditional concepts of andragogy (adult learning) and pedagogy (teacher-directed learning). Heutagogy is based on the premise that learners are capable of taking charge of their own learning, especially in complex and dynamic contexts where they need to adapt and respond to changing situations. Heutagogy also recognizes that learning is not only a cognitive process, but also an affective, social, and experiential one.

Heutagogy has several implications for educators and learners in the 21st century. First, it challenges the traditional role of the teacher as the expert and the authority who transmits knowledge to passive and dependent learners. Instead, it suggests that teachers should act as facilitators, mentors, coaches, and co-learners who support and guide learners in their self-directed learning journeys. Teachers should also provide learners with opportunities to engage in authentic and meaningful tasks that require them to apply their existing knowledge and skills, as well as to acquire new ones through reflection, feedback, collaboration, and exploration.

Second, heutagogy emphasizes the importance of learner autonomy and agency in learning. Learners should be able to set their own goals, choose their own strategies, monitor their own progress, and evaluate their own outcomes. Learners should also be able to decide when, where, how, and what they want to learn, based on their interests, needs, preferences, and motivations. Learners should be encouraged to take ownership of their learning and to develop a sense of responsibility and accountability for their learning outcomes.

Third, heutagogy acknowledges the complexity and uncertainty of the modern world and the need for learners to develop competencies that enable them to cope with such challenges. These competencies include critical thinking, creativity, problem-solving, decision-making, communication, collaboration, self-management, self-regulation, self-efficacy, resilience, adaptability, and lifelong learning. Heutagogy also recognizes that learning is not a linear or sequential process, but a nonlinear and iterative one that involves cycles of action and reflection. Learners should be able to learn from their experiences, both successes and failures, and to transfer their learning to new contexts and situations.

Heutagogy is not a new concept per se, but rather a synthesis and extension of existing theories and practices of learning that are relevant for the 21st century. Heutagogy is not a one-size-fits-all approach either, but rather a flexible and adaptable one that can be applied in different settings and contexts. Heutagogy is not a replacement for other forms of learning either, but rather a complement and an enhancement that can enrich the learning experience for both teachers and learners. Heutagogy is not a utopian or idealistic vision either, but rather a realistic and pragmatic one that acknowledges the challenges and opportunities of learning in the 21st century.