sexual harassment approaches

The decision of a form to sue in teaching is entirely in the hands of the lecturer, as long as it is one of the formal methods of instruction. However, the intended demographic must be considered when choosing an instructional method; for example, juvenile learners are inherently different from adult learners and, as such, require different learning strategies than adults, and vice versa. The two key approaches to teaching are pedagogy and andragogy, which are both tailored to different audiences and driven by a series of concepts that vary greatly. This paper would examine the differences between these methods. however, it is important to note that in a general comparison, andragogy sees the target audience as mature and independent in a manner that requires no supervision and promotes self-discipline. Pedagogy, on the other hand, sees the learner as a young person who requires supervision and strict instruction in the learning process. This paper has an introduction that outlines the paper and provides a background, a discussion section that delves into comparing and contrasting the approaches, a proposed method in a case study, and finally a conclusion that sums up the contents of the paper.

Comparison and Contrast

In both approaches to learning, grades are involved. The education system is structured in such a way that regardless of what methods are employed in teaching, there must be a means of ensuring that the learner has grasped what he or she has been told. Additionally, both teaching approaches have instructors who guide the students and offer help where necessary (Boer, 2004).

The significance of grading in both fields varies greatly. In pedagogy, grades are significant and carry almost the entire weight of the student's work, while in andragogy, the grading may have minimal importance since the focus is on the content learned and its applicability rather than the graded aspects of it; it could be said that the grades are a formality. The target audience in pedagogy is often the youth, who are often of the same age group or age set, while the learners in andragogy are adults, whose age can be very different. Ultimately, the learners in pedagogy approaches often have no previous learning experience in the subject matter, while those of andragogy often are engaging in additional studies that could aid in enhancing their careers. Last but not least, the learner-teacher relationship in pedagogy is top down while for the andragogy approach, it tends to be diagonal or even horizontal (Jong, & Joolingen, 1998).

Principles From Either Approach

In a class of personnel from an organization on matters of sexual harassment, the instructional model would largely be andragogy. These are adults that have previous experience on the matter or at least (and hopefully) only the understanding of it. However, principles from both approaches can be employed to the scenario. From this perspective, the instructors can employ learning by listening, discovery learning, blended learning, and learning through discussion and debate. These principles and aspects overlap in both approaches and are often only distinct in the manner they are applied to the situation and audience (Usman, 2015).

Conclusion

Pedagogy and andragogy are two approaches to education that are distinct from one another while overlapping in certain areas at the same time. The distinction is in terms of target audiences while the overlapping concerns the underlying principles. It is thus crucial that every teacher assess his or her target group and align it to the appropriate learning methodology.

References

de Boer, W.F. (2004). Flexibility support for a changing university. Doctoral dissertation.

Faculty of Educational Science and Technology, University of Twente. Enschede, NL: Twente University Press.

de Jong, T. & van Joolingen, W.R. (1998). Scientific discovery learning with computer

simulations of conceptual domains. Review of Educational Research, 68, pp. 179-202.

Usman, Y. H. (2015). Differences between pedagogical and andragogical methods of teaching and the preference of andragogy for the teaching of adults. International Journal of African and Asian Studies, 6, pp. 58-62.