The 3 Gogy - Pedagogy, Andragogy & Heutagogy

The term “gogy” comes from the Greek word agōgos, which means “to lead” or “to guide.” Naturally, any concept of “guidance” implies a relationship. Someone is leading, and someone is being led. The nature of this relationship changes with context: at times relying heavily on authority, at others through collaboration, and in its most flexible form, by self-direction. It reminds us that teaching is also about the dynamic between people and the trust built in that exchange.

Pedagogy – The Traditional Model of Learning

When most people think about teaching, what they’re picturing is pedagogy. The term comes from the Greek paidos (child) and agōgos (to lead), and historically, it meant “leading the child.” Pedagogy refers to the art and science of teaching children, but the concept has broadened to describe the general practice of teaching in formal education.

In pedagogy, the teacher is at the centre. They design the curriculum, set learning objectives, and control the pace of instruction. The assumption is that learners (often children or young students) need structured guidance because they lack the knowledge and maturity to take full responsibility for their learning.

Of course, pedagogy doesn't mean rigid control. It can be creative, adaptive, and student-centred. What makes pedagogy so enduring is its practicality. For children, especially, structured teaching is important: it helps build foundational skills, introduces order to complex ideas, and provides consistency across classrooms. Most of the schooling systems worldwide (from primary education through secondary) are built on pedagogical principles.

Andragogy – Learning Through Experience and Autonomy

While pedagogy emphasises the teacher’s role in directing learning, andragogy shifts the focus to the learner. Popularised by Malcolm Knowles in the 20th century, andragogy was introduced to distinguish adult learning from the child-centred model of pedagogy. The idea is simple: adults learn differently from children, and education must adapt to that reality.

Adults bring prior knowledge, life experience, and established perspectives into the learning process. Unlike children, they are usually motivated by practical goals (advancing in a career field, solving real-life problems, or pursuing personal interests). This changes the dynamic of the classroom: learning becomes more collaborative and problem-centred.

Instructors may act as facilitators, guiding discussion, encouraging peer-to-peer learning, and using case studies or problem-solving activities. The strength of andragogy lies in its recognition of maturity and independence. It acknowledges that as learners grow, so too should how we guide them.

Heutagogy – Self-Determined Learning

If pedagogy is about being guided and andragogy is about guiding oneself with support, then heutagogy pushes the idea further: it is about the learner taking full control of the learning journey. Coined by Stewart Hase and Chris Kenyon in the early 2000s, heutagogy reflects a world where information is abundant and learners have increasing freedom to chart their own educational paths.

The learner decides not just what to learn but also how, why, and when. This shifts the role of the teacher once again—no longer the central authority or even the facilitator, but rather a resource, mentor, or co-learner in the process. The emphasis moves away from structured instruction and toward developing the learner’s ability to adapt, think, and manage their own growth.

In practice, heutagogy thrives in environments where learners have access to flexible resources and technology. Online platforms, open educational materials, and collaborative digital spaces provide the freedom for students to explore independently.

Heutagogy is particularly relevant in today’s rapidly changing world. Careers shift, technologies evolve, and problems demand creative, self-directed thinkers. While pedagogy builds foundations and andragogy empowers autonomy, heutagogy prepares learners for lifelong adaptability. Still, its openness can be challenging. Not every learner is ready or willing to take on full responsibility for their education. Without some structure, self-determined learning may feel overwhelming

What matters most is not choosing one “gogy” over another, but knowing when each approach fits. A teacher in a primary school may lean heavily on pedagogy, while also encouraging elements of independence. Even in parenting, young children benefit from structure. As they grow, teenagers need opportunities for self-direction, and young adults thrive when they can shape their paths.

The three "gogies", then, are not rigid developmental stages but tools in an educator’s toolkit. They remind us that learning is dynamic, shaped by context and purpose. Recognising when to lead, when to collaborate, and when to step back altogether is what makes teaching and learning most effective.

References

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy.

Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy.

Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London: RoutledgeFalmer.

Freire, P. (1970). Pedagogy of the Oppressed.

Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). New York: Routledge.