| Chapter 2: | Background |
Table 1. A Comparison of the Assumptions and Designs of Pedagogy and Andragogy
| Assumptions | Design Elements | ||||
| Pedagogy | Andragogy | Pedagogy | Andragogy | ||
| Self-concept | Dependency | Increasing self-directiveness | Climate | Authority-oriented Formal Competitive | Mutuality Respectful Collaborative Informal |
| Experience | Of little worth | Learners are a rich resource for learning | Planning | By teacher | Mechanism for mutual planning |
| Readiness | Biological development social pressure | Developmental tasks of social roles | Diagnosis of needs | By teacher | Mutual self-diagnosis |
| Time perspective | Postponed application | Immediacy of application | Formulation of objectives | By teacher | Mutual negotiation |
| Orientation to learning | Subject centered | Problem centered | Design | Logic of the subject matter | Sequenced in terms of readiness |
| Content units | Problem units | ||||
| Activities | Transmittal techniques | Experiential techniques (inquiry) | |||
| Evaluation | By teacher | Mutual re-diagnosis of needs Mutual measurement of program |