My first assignment critically evaluates heutagogy from both national and global standpoints while delving into its potential impact on cultural responsiveness. Originating in 2000 by Stewart Hase and Chris Kenyon, heutagogy is considered an extension of pedagogy and andragogy rather than a standalone theory. It encompasses various theoretical perspectives, including double-loop learning, learner-centered approaches, self-reflection, and a focus on capability over competence. Nationally, New Zealand emphasises learner-centered education through initiatives like the Curriculum Refresh and the National Education and Learning Priorities, aligning with heutagogical principles. There is a need for an educational paradigm shift, moving away from traditional industrial models toward an approach that nurtures creativity and innovation. Regarding its benefit for 21st-century learners, the essay highlights that heutagogy promotes knowledge sharing and supports the development of skills for the modern workforce. However, it points out that heutagogy falls short in addressing the potential of e-learning and digital technologies as a framework for its development. While the Ministry of Education emphasises a student-centered approach, the essay suggests that incorporating cognitive theories ie Zone of Proximal Development, could support heutagogical practices. The Ministry's vision aligns with heutagogical principles, fostering lifelong learning, student agency, and connectedness. Overall, the essay posits that heutagogy, while embracing learner-centered principles, could benefit from a more integrated approach with e-learning theories to better prepare learners for the digital era.
