The article under the title “Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning” by Lisa Marie Blaschke is reviewed in this paper, aimed at the revealing of its importance, its strong and, perhaps, weak sides.
Summary of the Article and Author’s Recommendations
The analyzed article gives a reader a short outline of the development in education field: from pedagogy to andragogy, and then – to heutagogy, with a specific attention paid to the benefits of the application of the last element of this hierarchy (heutagogy) in a strong connection with Web 2.0.
What is more, Blaschke (2012) has suggested to consider the heutagogy as the continuum, or expansion, of the andragogy, since single-loop learning is extended to double-loop learning, competency development is replaced by capability development, non-linear design and learning approach are applied instead of linear, and self-directed learning is improved to the level of self-determined one.
Furthermore, the author has considered heutagogy in the light of up-to-date technologies. Under her approach, social media and contemporary technologies are great tools to be used in education. Moreover, distance learning is the perfect embodiment of heutagogy, since it is efficient for adult learners to stay in touch one with another and with their tutors irrespective of the time and distance, providing the efficiency of the common cooperation.
Taking into account both the difficulties, experienced by those, who are eager to make the heutagogy more common among the wider audience of adult learners, and the significant advantages of its implementation, the author recommends the fields of further research and the direct first steps to be taken for those interested in the heutagogy flourishing.
The Importance as for the Adult Education Field
Frankly speaking, this article presents rather detailed guidance to the world of heutagogy, since its crucial elements (e.g. self-determined character, flexibility in the defining of curriculum and assessment, etc.) are mentioned and explained. Consequently, it is the important work in the field of adult education, as such significant analysis of the comparatively new approach may serve as step-by-step instruction for the implementation of heutagogy in a certain educational institution or as the method of mutual education enrichment between particular learner and instructor.
Moreover, it is beneficial in terms of the contemporary suggestion to be implemented in pair with Web 2.0., since such approach is rather useful for the specific character of adult learning.
Analysis of the Relevancy of the Research Cited
Actually, the majority of the research works, used by Blaschke in her article, is rather relevant at least concerning the criterion of time. In addition, there are used articles and books from the specific field of knowledge, which belong to the scientific literature, and perfectly suit to the central issue of the article analyzed.
What is of utmost importance, the author uses real examples of the application of heutagogy, described in the researches of authors-colleagues. Such examples (e.g. the successful stories of universities of Australia, the UK, etc.) prove both the relevance of the research cited and the advantageous character of self-determined learning, which automatically increases the scientific credibility of Blaschke’s work.
Strengths and Weaknesses of the Article
Indeed, this article is of great value to scientific community because of its contribution to the understanding of the essence of heutagogy. Any other article before has not contained so concentrated data as regards the evolution of educational approaches, whereas Blaschke’s paper pays due attention to the gradual development of heutagogy, clarifying its continuous steps.
Secondly, this article is not only an excellent theoretical summary, it also is relevant to current reality. Namely, it provides the explanation of challenges, with which heutagogy implementation is faced (reluctance of educational institutions, their fear of losing power, etc.). Hence, the author is not being stopped on the summarizing of theory, by links her work to the real life, revealing not only the successes, but the bitter points as well.
Nevertheless, there are some aspects, which could have been elaborated in a more detailed way. Namely, although the author suggests an idea of implementing the heutagogy via Web 2.0., any more particular steps are not proposed, any relevant examples are not mentioned, leaving a reader with an impression that this idea is left on the paper.
Furthermore, the author, representing the heutagogy as the continuum of andragogy, indirectly makes a point that it outshines the andragogy and pedagogy, whereas they are rather different approaches, applied for different learners. The lack of author’s clear position as regards this point seems to be a slight weak spot of the paper.
Personal Reflection
The acquaintance with the analyzed article has broadened my knowledge of the heutagogy concept, clarifying its distinguishing elements. What is of paramount importance, from now I’m eager to apply it not only in the role of one’s instructor, but also as a learner, pursuing the goal of constant educational enrichment, using the adult learning concept not only professionally, but also personally.
References
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open & Distance Learning, 13(1), 56-71.
Hase, S. (2012). Learner defined curriculum: heutagogy and action learning in vocational training. Southern Institute of Technology Journal of Applied Research, Special Edition: Action research and action learning in vocational education and training.
