Heutagogy for Primary School Childrens
Educators today are tasked with developing lifelong learners who can survive and thrive in a global knowledge economy – learners who have the capability to effectively and creatively apply skills and competencies to new situations in an ever-changing, complex world (The World Bank, 2003; Kuit & Fell, 2010).
Pedagogical, even andragogical, educational methods are no longer fully sufficient in preparing learners for thriving in the workplace, and a more self-directed and self determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010).
New technologies have also created a need for considering new pedagogical approaches, with andragogy falling out of favor with some educators, seemingly “outmoded in the light of recent rapid development in new teaching methods, learning resources, and digital media” (Wheeler, 2011 para. 1).
It was decade’s back that the children were mentioned as the future citizens. Now, it is time to name them “Global Present Day Citizens.” It does not mean that we have to produce robots from schools but it is to mean that the children have every right to know what is happening in the world everyday and to respond in their own way to make a sustainable and healthy world from their childhood
itself.
Pedagody has its own benefits in teaching. It is every teacher’s experience on the backwardness of Government schoolchildren. The reasons may be many. The students of corporate schools as well cannot be named progressive as they are treated as machines produced from a factory without practical knowledge. We need to produce the best human resource from our schools.
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This human resource should be:
· humane
· progressive in thoughts
· practical in approach
· problem solving
· innovative
· sustainable
· responsible
· experimental
· positive
· productive
