Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education

Abstract

How educators approach the issue of student motivation, be it intrinsic or extrinsic, is determined, in part, by the andragogical or pedagogical philosophical underpinnings of professors’ teaching practices. Difficulty arises when pedagogical methods and practices are applied in whole or in part to situations that require andragogical dynamics. A misunderstanding or misapplication of these critical issues may result in situational, temporary, or unsustainable models of motivation that guide lifelong learners and perhaps undermine the entire process of student motivation. This discussion explores the root causes of the misapplication of pedagogical models and its impact on adult learners. The intention of this article is to promote critical thinking about pedagogy, andragogy, and their relationships to student motivation. The objective is to assist the reader in experiencing what Ken Bain (2004) has described as an “expectation failure,” which creates a situation where old mental models do not work and where, in this context, the reader/student is prompted to reconstruct their concepts about motivation and teaching philosophy and practices. This article does not offer answers or solutions to the paradoxes or real--world challenges presented; to do so would defeat its purpose. The author instead strives to provide clarity on the dimensions of the issues. In the end it is anticipated that the reader may experience frustration and cognitive dissonance regarding their own teaching beliefs and practices, whereupon the opportunity to rethink the issues and one’s own beliefs may arise. Motivation