Abstract
The publication of From Andragogy to Heutagogy (Hase & Kenyon, 2000) marks heutagogy’s starting point. In this chapter, we examine Hase and Kenyon’s philosophical presuppositions. This examination concerns two issues: the epistemological justification of heutagogy and its humanistic perspective. Following Hase and Kenyon (2000, 2013), we discuss three epistemological paradigms: empiricism, rationalism, and constructivism. Hase and Kenyon consistently reject the first. In their 2000 publication, they embrace the rationalistic epistemology and advocate Emery’s ecological paradigm. In the 2013 publication they replace it with the constructivist paradigm. We show, in the first part of the chapter, that none of these paradigms provide heutagogy with a proper justification, because they all advance teacher-determined learning. The second part of the chapter is devoted to Carl Rogers, whose learner-centered approach has been a major influence on heutagogy. We present existential-phenomenology, which justifies Rogers’ humanistic psychology, and discuss the notions of becoming, Bildung, dialogue, and freedom as essential characteristics of any meaningful learning.
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Notes
- 1.
- 2.
Such a machine that pours knowledge into a student’s brain is described in the Nürenberg funnel story (Kaiser, 1946). We thank L.M. Blaschke for the reference to this poetic Gedanken-experiment.
- 3.
Piaget’s account is problematic. Fodor, for example, argues that a stronger representational system cannot arise from a weaker one by means of general learning. His claim is that nothing new could be acquired during cognitive development, because such an acquisition presupposes the availability of the very concepts involved in the new acquisition, though it can be developed through biological maturation processes (Fodor, 1980, p. 148).
- 4.
Rogers devotes to education the chapter entitled “Student-centered teaching” in his “Client centered Therapy” (1951), the paper “Personal Thoughts on Teaching and Learning” (1958 [a lecture delivered in 1952; reprinted in 1969, p. 150–155]), and the books Freedom to Learn (1969) and Freedom to Learn for the 80th (1983).
- 5.
Hase & Kenyon omit Rogers second condition that “differentiated perception of the field of experience is facilitated”.
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Glassner, A., Back, S. (2020). Philosophical Roots . In: Exploring Heutagogy in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4144-5_2
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