The pedagogy concept revolves around the theories and strategies of teaching encompassing a child learner. The approach was initially centered toward imparting knowledge to the young learners using methods that favor the knowledge acquisition of the developing brains of learners (Saleh, Mujiyanto, & Shofwan, 2017). Conversely, andragogy concepts and theories revolve around adult learners. The methods of teaching are advanced compared to those applied to teach children. However, the main aim of the different approaches converges toward sharpening the mind of learners. Both methods have distinct differences and similarities that provide varying motivation to learners when accessing the content conveyed by the instructors.
The primary differences between the two teaching theories are conspicuous during the learning process. For instance, the pedagogical concepts primarily focus on adult learners, especially those at the preliminary stages of learning (Ekoto, & Gaikwad, 2015). These learners require a relatively advanced form of learning method as they are familiar with the primary concepts and the surrounding. Therefore, fewer efforts are needed to grasp a new idea. The instructor has to create a definite motive that triggers the minds of adult learners toward acknowledging the value of learning. Sometimes, it isn't very easy to teach adults, hence, the approach may require extra motivation to achieve success. This motivation accelerates self-actualization after triggering an intrinsic incentive to make utilizes one's potential to an optimal level. Therefore, adult learning success is achieved through positive learning experiences created through andragogical approaches.
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On the other hand, pedagogical approaches focus on teaching mixed learners in terms of age and experience. When applying this strategy, an instructor is required to offer directions to guide the learners toward achieving the daily learning objectives. The teacher uses various methods of teaching to ensure learners understand the concepts without straining. Also, learning has to be memorable, and this gets instilled through reward and punishment. When a student acts contrary to the teaching, some form of punishment gets incorporated into the learning to discourage negative scores. Similarly, if the student scores, they get rewarded to reinforce the urge to follow a definite curve. When applying the andragogical approach, the instructor concentrates on a more theoretical approach as compared to practical expeditions.
Most importantly, there exist similarities in both andrological and pedagogical methods of teaching. Learning can take place in different places and environments; therefore, the learning process can also choose either of the two forms of knowledge. Moreover, the interaction of the instructor and learner is not explicitly restricted to a classroom setting or age (Fornaciari, & Lund Dean,2014). Thus, the fundamental component of learning involves the transfer of knowledge from the learner to the student. This concept harmonizes the two approaches of learning, as learning does not depend on age. Teaching a college student and a high school student has little or no difference as the amount of knowledge shown to the student depends on the objective of the module (Halupa, 2015). The crucial aim of learning is the acquisition of knowledge and development of ideas to ensure social progress. Therefore, both approaches have a similar purpose that is to provide feedback and the creation of meaningful learning experiences.
The other similarity involves transformative learning or teaching. There exists a similar extent of learning on both adults and children. While children embrace the learning materials and find interests in some practical experiences, adults-only require a few instructions to grasp the concepts. Therefore, both children and adults need a conducive environment that supports and encourage knowledge acquisition. For instance, ambiguous instructions may inhibit the level of learning, while inadequate learning materials affect the learning process (Saleh, Mujiyanto, & Shofwan, 2017). Thus, regardless of the age difference, a conducive learning environment plays a significant role in the learning process.
Any learning activity has a designated expected outcome. For instance, the pedagogy approach may provide targets to be achieved by both learners and the teachers. Completing the set learning objectives ensure students are equipped with the necessary skills in the set curriculum(Ekoto, & Gaikwad, 2015). Similarly, the andragogy places the responsibility on the learner to grasp the basic concept of the course and apply them in different scenarios. Therefore, the learning outcome plays a critical role in both teaching approaches as it acts as the measure of transformation.
From the analysis of the two approaches of learning, I can recommend the andragogical plan. This approach will be useful in curbing and reporting any form of sexual abuse in the workplace. As a sexual harassment issue is detrimental to the workers, all the members have to be issued with emails and where they can accept the policies of having being taught on the effects of sexual harassment. The approach will ensure that all members take responsibility for their actions in case of any incident of sexual harassment. The members will have time to reflect and acknowledge the sensitivity of sexual crime at an individual level and have a broader outlook on the situation. Collaborative learning is intrinsically triggered that will initiate self-awareness and reduce any incident of bullying in the workplace. Communication among adults is more straightforward and effective as there exists no need for memorization.
In conclusion, regardless of the method of teaching chosen, the manager has to decide whether to apply a divergent or convergent teaching strategy. Despite several differences between andragogical and pedagogical approaches of schooling due to age differences and teaching methods, the significant similarity is that both plans involve transforming the learners' minds through learning.
References
Ekoto, C. E., & Gaikwad, P. (2015). The impact of andragogy on learning satisfaction of graduate students. American Journal of Educational Research , 3 (11), 1378-1386. Retrieved on Jan, 22, 2020 from https://s3.amazonaws.com/academia.edu.documents/39582053/The_Impact_of_Andragogy_on_Learning_Satisfaction_of_Graduate_Students.pdf?response-content-disposition=inline%3B%20filename%3DThe_Impact_of_Andragogy_on_Learning_Sati.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20200122%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20200122T202449Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=f2148475aca1158355de04f3b735379f4a6e87513a05d8a605dfd2e0a10bf411
Fornaciari, C. J., & Lund Dean, K. (2014). The 21st-century syllabus: From pedagogy to andragogy. Journal of Management Education , 38 (5), 701-723.
Halupa, C. M. (2015). Pedagogy, Andragogy, and Heutagogy. In Transformative Curriculum Design in Health Sciences Education (pp. 143-158). IGI Global. Retrieved on Jan, 22, 2020 from https://pdfs.semanticscholar.org/4a38/15e17eb226b41f5e1a0591a1ac43bbe3bb39.pdf
Saleh, M., Mujiyanto, J., & Shofwan, A. (2017). Andragogy and pedagogy: learning method orientations for EFL adult learners. Asian Journal of Educational Research Vol , 5 (2).
