Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist

Preface
Acknowledgements
About This Book
Reading the Book
Contents
About the Authors
1 Introduction—Heutagogy: What Does It Mean and Why It Is Needed
	Etymology
	Definition
	Preliminary Objections
	Why Heutagogy?
		The ICT Revolution and the Changing Concept of Knowledge
		Educating the Next Generation
		The Moral Dimension
	Principles
	References
Part I Points of Departure
2 Philosophical Roots
	Three Epistemologies
		Against Empiricism
		Rationalism: The Ecological Paradigm
		The Constructivist Stance
		The Need for a New Epistemology
	Carl Rogers, Existential-Phenomenology, and the Learner-Centered Humanistic Approach
		Phenomenology
		Existentialism: Becoming and Dialogue
		Learning to Learn
		Meaningful Learning
		Politics and Democracy
	Conclusion
	References
3 Connectivism: Networks, Knowledge, and Learning
	Images of Thought
	The Core Idea
	Caveats
	Appendix: Network Topologies
	References
4 Psychological and Sociological Aspects of Heutagogy
	Self-determination Theory (SDT) and Self-determined Learning (Heutagogy)
		The Three Basic Psychological Needs
		SDT and Heutagogy
	Heutagogy, Intellectual Emancipation, and Equality
		The Social Circle of Power
		The Sociological Impact of Emancipation and Equality
	Democracy and Social Justice Orientations
		Democracy Orientation
		Social Justice Orientation
	Conclusion
	References
5 Three “Gogies”: Pedagogy, Andragogy, Heutagogy
	Background
	From Pedagogy to Andragogy
		Dewey and Lindeman
		Knowles on Andragogy Versus Pedagogy
		Critique of Andragogy
	Moving Ahead to Heutagogy
		Double and Triple-Loop Learning
		The Pedagogy–Andragogy–Heutagogy Continuum
	Heutagogy: Principles of Design
	References
6 The Philosophy of Heutagogy
	Logic: Its Difficulties and Their Problematic Moral Impact
		Ethical Considerations
		Education
	The Epistemological Aspects of Network Topologies
		The Digital Revolution
		The Nature of Knowledge
		Education
	Wandering
		Caveats and Questions
		Wandering, Self-identity, and Education
	Heutagogy
	Summary
	References
7 Pioneers of Heutagogy
	The Talmud and the Havruta
		General Background
		The Talmud as a Mesh Network
		The Talmud Page Layout
		Learning the Talmud
		The Havruta
	Teaching French: Josef Jacotot
		What More Can Be Learned from Jacotot? Understanding Without Teacher Clarifications
		The Teacher’s Role
	Illich’s Webs of Learning
	Conclusion
	References
Part II The Journey: The Case Studies
8 Methodology
	The Collaborative Self-study Methodology
	The Multiple Case Study Methodology
	Background Information
		The Department of Education, at Ben-Gurion University of the Negev
		Kaye Academic College of Education
		The Cases
	Data Collection
	Data Analysis
	Limitations of the Study
	Ethical Considerations
	References
9 Cognition and Education
	The Case in a Nutshell
	Rational
	Learning Stages
		Exposure to the Three Basic Cognitive Systems
		Self-determined Learning
		Presentation of Learning
	The Second Semester
		Students’ Final Self-reflection
		Evaluation and Assessment
	Findings from the Students’ Reflections
		The Exposure Meetings
	Self-determined Learning
		Difficulties with Self-determined Learning
	Changes in the students’ conception of teaching/learning
	Impacts
	Summary
	References
10 Youth Cultures
	The Case in a Nutshell
	Setting
	Rational
	Stages of Learning
	Evaluation Process
	Co-teaching
	Findings from the Students’ Reflections
		Overcoming Challenges
		Learning as Wandering—Stopping Points
		Democracy
		Autonomy versus Trust
		The Teacher Role
	Summary
	References
11 Phronesis in Education
	The Case in a Nutshell
	Rationale
	Setting
		Stages of Learning
	Co-teaching
	Findings
		From Students’ Reflections
		Cultural Issues
	Summary
	References
12 Ethics in Education
	The Case in a Nutshell
	Setting
		General Overview of the Course
		Stages of Learning
		The Students’ Voice
	Summary
	References
13 Philosophy of Early Childhood Education
	The Case in a Nutshell
	General Background
	General Overview of the Course
		Stages of Learning
	From the Students’ Reflections
	Summary: My Reflections
	Similarly Designed M.Teach Course: A Very Brief Description
14 Discussion of the Case Studies
	Key Findings of the Case Studies
	Comparison of the Cases
		The Characteristics of Heutagogy Courses
		Students’ Background and Record of Studies
		Number of Students
		Duration
	Aims and Types
	Course Content
	Students’ First/Second Experience
	Stages
	The Reflective Process
	Evaluation
	The Impacts of These Characteristics on the Students
	From Students’ Voice
		Strengths and Opportunities
		Difficulties and Challenges
	What Can be Learned from the Answers to the Above Questions on Heutagogy?
	Meeting Caveats and Objections
	Summary
	References
Part III Temporary Pier
15 Toward a Paradigm Change: Building a Culture of Heutagogy
	The Colleagues’ Community of Practice and Learning
		The Background
	The Issues Discussed
		Theoretical and Conceptual Issues
		Practical Issues
		Student Autonomy Versus Lecturer Control
		What Should Students Learn and How?
		The Faculty Members About the Students’ Voices
	Our Reflection
	The Next Step: The Epistemic Community
	Summary
	References
16 Heutagogy Versus Other Experience of Self-determined Learning
	Matusov and Marjanovic-Shane Experience in Self-determined Learning
		Background
		The Open Syllabus
		The Opening Syllabus
		Insights from the Opening Syllabus Regime Experience
	Comparison
		Points of Agreement
		The Disagreements
	The Coercion Dilemma
		The Conceptual Paradox
	Degrees of Self-determined Learning
	Summary
	References
17 What’s Next?
	Possible Perspectives of Heutagogy
	Heutagogy’s Future: Opportunities and Challenges
	Epilogue
	References