Advertisement

© 2020

Exploring Heutagogy in Higher Education

Academia Meets the Zeitgeist

Book

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Points of Departure

    1. Front Matter
      Pages 9-9
    2. Amnon Glassner, Shlomo Back
      Pages 11-37
    3. Amnon Glassner, Shlomo Back
      Pages 39-47
    4. Amnon Glassner, Shlomo Back
      Pages 49-57
    5. Amnon Glassner, Shlomo Back
      Pages 59-74
    6. Amnon Glassner, Shlomo Back
      Pages 75-91
    7. Amnon Glassner, Shlomo Back
      Pages 93-103
  3. The Journey: The Case Studies

    1. Front Matter
      Pages 105-105
    2. Amnon Glassner, Shlomo Back
      Pages 107-114
    3. Amnon Glassner, Shlomo Back
      Pages 115-124
    4. Amnon Glassner, Shlomo Back
      Pages 125-133
    5. Amnon Glassner, Shlomo Back
      Pages 135-144
    6. Amnon Glassner, Shlomo Back
      Pages 145-155
    7. Amnon Glassner, Shlomo Back
      Pages 157-167
    8. Amnon Glassner, Shlomo Back
      Pages 169-182
  4. Temporary Pier

    1. Front Matter
      Pages 183-183
    2. Amnon Glassner, Shlomo Back
      Pages 185-197
    3. Amnon Glassner, Shlomo Back
      Pages 199-206

About this book

Introduction

This book explores heutagogy (self-determined learning) - a new approach to teaching and learning in higher education - and proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystem.

The first part of the book presents the philosophical, psychological and sociological foundations of heutagogy, and describes lessons learned from prior experiences of its implementation. The second part presents a collaborative self-study of five heutagogy courses in higher education. The third discusses how the academic community can enhance the paradigm change, and compares heutagogy to similar academic approaches. The concluding chapter of the book explores the question of “what next”? and suggests some possible elaborations of heutagogy.

“At the beginning, it was very difficult for me to appreciate the course’s mode of learning. All my life I had learned in a traditional manner. Occasionally I felt that I was being thrown into deep water without a lifeguard. … But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner…” (Student’s reflection)

...this book suggests a novel approach to learning and education and will become a widely read one.” Dr. Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg

Keywords

Self-directed learning nomadic learning student-centred approach communities of learning connectivism critical thinking intrinsic motivation student's autonomy

Authors and affiliations

  1. 1.Kaye Academic College of EducationBeer-ShevaIsrael
  2. 2.Kaye Academic College of EducationBeer-ShevaIsrael

About the authors

Amnon Glassner is a Senior Lecturer at Kaye Academic College of Education. He has two main research interests: (a) exploring the heutagogy learning-teaching approach; and (b) exploring teachers’ and students’ use of creative and critical thinking in learning. Dr. Glassner has published in various academic journals.

Shlomo Back is a Professor of Philosophy of Education and the head of the M.Teach program at Kaye Academic College of Education. Prof. Back was previously the College President and served several times as the chair of the Israeli forum of the Colleges of Education Presidents. He serves as an academic advisor on many national education committees, and has published several books (including Ways of Learning to Teach) and numerous academic papers.

Bibliographic information

Industry Sectors
Finance, Business & Banking

Reviews

...this book suggests a novel approach to learning and education and will become a widely read one.” Dr. Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg