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Pedagogy is the science of teaching to Children, Androgogy is the science of teaching to adults and Heutagogy is the science of self determined learning. Heutagogy is a learner-centered educational theory founded on the key principles of learner agency, self-efficacy, capability, and metacognition and reflection. Combined with today?s technologies, the theory provides a framework for designing and developing learner centered environments that have the potential to equip learners with the necessary skills for a lifetime of learning. In addition, application of heutagogy has been to shown to promote themes of both social responsibility and justice, as well as a more democratic educational process. This chapter outlines the fundamental principles of pedagogy, androgogy and heutagogy, or self-determined learning, and describes ways in which the theory can be applied, taking into consideration the critical and changing roles played by the student, teacher, and institution in creating a holistic, self-determined learning environment.

Dewasa ini, pendidikan memiliki peran ganda dalammengatur ilmu pengetahuan. Pendidikan tidak hanya sebagaibentuk usaha transferisasi ilmu saja tetapi sudah pada tataranmengatur perkembangan ilmu pengetahuan yang akan selalumengalami perubahan dari masa ke masa. Mengatur dalam artimengolah, mengontrol, dan mengembangkan pendidikan secaramenyeluruh baik dari segi konsep, materi, sistem, kualitaspengajar dan lain sebagainya.Salah satu bentuk usaha mengatur pendidikan secarauniversal adalah dengan melakukan evaluasi secara periodikterhadap sistem pendidikan yang diterapkan. Di antaranya adalahkonsep pendidikan andragoy yang diharapkan mampu menjadipenyeimbang dan sekaligus upaya menutupi kekurangankekuranganyang ada dalam konsep pendidikan kuno. Andragogysebagai bentuk konsep pendidikan yang menjadikan siswasebagai subyek dalam pendidikan dan pengajaran. Konsep inimenawarkan suatu konsep pendidikan yang lebih demokratis.Hal tersebut tidak lepas dari adanya penekanan konseppendidikan terdahulu kepada objektivisasi anak didik yangcenderung menjadikan anak didik sebagai robot.

While the scholarship of teaching and learning literature has made great advances in our understanding of how learning might best occur, the syllabus as a teaching and learning tool appears to have been almost completely left out of the developmental conversation. Overwhelmingly, extant literature about syllabi and their use focuses on operational course norms—what to include, policies to be delineated, structural aspects to be covered. However, the student development literature and in particular, the Generation Y age cohort literature, indicates that information processing norms may increasingly degrade students' ability to use course syllabi for their intended purpose. In this article, we explore how and why the role of a course syllabus has changed, particularly in the management education realm, using the andragogy literature to frame the discussion. Employing four analytic frames from the current syllabus development literature—syllabus as contract, as power, as communication or signaling device, and as collaboration—we offer current and andragogically revised excerpts from our own syllabi as part of the conversation.

Whether in person, fully online, or in hybrid format, teaching is a never-ending challenge. Teaching can be a joy and a head-banging experience, sometimes within the span of the same week. Many college faculty may never have had formal training as teachers and so have had to develop their expertise through trial-and-error. By employing techniques examined using the Scholarship of Teaching and Learning (SoTL) and also benefitting from the experiences of others who share what they have learned through this process, one can become an expert teacher. By using a SoTL framework, faculty can understand that their teaching methods have moved from intuition-driven to more empirically tested. This second special issue of Family Science Review that focuses on current methods of pedagogical (teaching children) and andragogical (teaching adults) contains great examples of using the scientific method to examine a variety of teaching and learning experiences in family science. It is a delightful extension of many of the wonderful presentations from the National Council on Family Relations annual conference, with many of the same authors who had presented in San Diego in 2018 and in previous years. While the topics are varied, from student perceptions of online and hybrid courses to teaching sexualization and objectification, using active reading methods, studying content delivery in a relationships course and when helping children learn about healthy eating, the theme that runs through these studies is of going beyond just reporting on clever ways of teaching. These articles share the desire to use quantitative and qualitative methods of analysis to determine how learning may best occur. By employing systematic methods of analysis, the authors of these articles show the value of what they are doing in and out of classrooms and question assumptions about the learning process.

Black students continue to experience trauma in response to racial, social, political, and cultural discrimination. Therefore, there is a need for antiracist work to push beyond awareness and to seek action for systemic change on their behalf. School counselors are uniquely positioned to encourage spaces of equity and justice however, counseling students have reported feeling unprepared to work with unfamiliar groups of people (Littleford et al., 2010). School counselor training programs are expected to prepare counselors to address racism through comprehensive counseling programs that emphasize advocacy and social justice. Drawing from Critical Race Theory, this article examines the context of the impact of discrimination and racial injustices against Black students. This article further outlines culturally responsive andragogy designed to prepare future practitioners to engage in anti-racist work on behalf of Black students.

BPK RI has a vision to become a trusted audit institution that plays an active role in realizing quality and beneficial state financial governance. To strengthen this vision, a regulatory framework regarding discipline and a code of ethics has been established; however, there are still several cases of ethical violations by auditors. This is dangerous for institutions and can reduce public trust in the results of BPK audits. One strategy for building character with integrity is to develop education and training that is comprehensive and in accordance with the needs of examiners in dealing with ethical dilemmas in the field. This study applied a descriptive qualitative method. It described a lot of research using literature studies. Andragogy has a different character because adults already have well-developed ideas within themselves and have confidence that they can also implement these ideas. Characteristics of Andragogy learning in ethics education must be independent, experience and knowledge-oriented, have clear goals, be relevant to everyday contexts, have a practical nature, not just theory, and be collaborative. BPK RI needs to develop a learning model that places more emphasis on exploring experiences related to auditor ethical dilemmas in the field with the norms that apply in the code of ethics. There are still few journals that discuss ethics education for auditors and this study does not discuss in more depth regarding the system for taking action against disclosure of fraud. This research can provide input and information for leaders and policy makers in preparing a grand design for preventing fraud and can be input for the management to improve its capabilities in the context of education and training programs related to ethics.

Background:Although inconspicuously, female genital mutilation (FGM) continues to remain in Nigeria over time. Objective:This study aimed to throw more light on the traditional practice of FGM in the Osun State in Nigeria while recommending campaign methods and education as the best approaches to raise awareness about FGM risks. Methods:This cross-sectional study was conducted on 371 rural and urban women. A researcher-made and self-administered questionnaire coupled with theoretical research were used to collect data on the andragogy for FGM. Data were analyzed using descriptive statistics, Pearson product-moment correlation, and independent samples t-test in SPSS20. The reliability of the instrument was acceptable based on the Cronbach's alpha of 0.79. Results:according to the results, 64.2% of the participants reported the practice of FGM in their communities. The study found significant relationships between FGM and health campaign level (p < 0.0001), media campaign level (p < 0.0001), and educational level (p < 0.0001). However, there was no significant difference between FGM practices in urban and rural areas (p = 0.631). Conclusion:Governmental organizations and NGOs are recommended to take required measures to curb traditional practices, such as FGM, which are detrimental to one's health.