Archive for the ‘World Heutagogy Day’ Category

 World Heutagogy Day 2019 #wHday19

Every year on 26th September we celebrate the publication of the first book on Heutagogy in 2013 called Self-Determined Learning, for that is what it is. Edited by the (fathers) of Heutagogy Stewart Hase and Chris Kenyon it featured a range of contributions about how we might define, describe and so enable self-determined learning. That was just a start, as we now run World Heutagogy Day every year.

In response to Greta Thunberg’s call for a climate strike we are looking this year at How Can We Green Our Learning?  World I’ve been running workshops at New Cross Learning to both turn that into a Green Library with resources to help #GreenMyLearning, and to do some thinking about what I have learnt in 40 years of trying to Green My Own Learning. Ive done a lot starting with discovery the (father) of Green Anarchism Kropotkin and his alt.Darwin view of Mutual Aid. Curiously, like David Bowie they both lived in Bromley…  I’ve been a Governor of a Green Research organisation, CoPIRG, done 2 Masters theses on the Environmental Impact of Computing, I’ve Greened My Teaching, Greened my Institution, set up a Green Education Centre, set up a Green Transition Town,  created Green Money and abandoned my car for walking and public transport in 2008. This is how I’ve worked on making my own learning as green as I’m allowed to…

World Heutagogy Day, held annually every 26th September, we update both our thinking and our practice on Heutagogy with a discussion around a topic, which we collate into a Curated Conversation. The Curated Conversation is a kind of “wisdom of crowds” approach which allows shared themes to emerge and present a diverse, but collaborative, view of our thinking. We do this by collecting individual contributions of 50 words each answering the same question. So How Do Green Our Learning in 50 words? Contributions as follows;

How Do We Green Our Learning

Theme1 Ecosystems

Fred Garnett; “To Green our learning we must learn to learn from nature and not just receive instruction from texts
Nature talks to us in waves and particles. If we ride the waves together we can transcend our particular limitations. We are nature and it is our shared ecosystem of resources”

Nigel Ecclesfield “Knowing the living world requires me to understand that I am a body/ecology with five times as many live, bacterial cells as there are cells from my own DNA and that I need to understand this and many other interpenetrations of being we call ecologies. I also need to learn how to contribute to nurturing the meta-ecology we call Earth.

Stewart Hase ‘To Green our Learning, we need to enable learners: to use their natural, innate ability to learn rather than interfere with a perfect system by teaching; and to find their natural talents and maximise them. Learning is a natural ecosystem that we should enhance rather than interfere with

Theme 2 Planet & Lifestyles

Vijaya Bhanu Kote; “To Green our learning, we must green our life styles. To Green our learning, we must implement the 3R’s formula in every walk of life. Teach the kids the same. Life style change towards Greening shall lead us to pollution free planet. Sustainability must be a deed rather than a word.

Lemke Kamps ACTION! Protecting our Earth is important. Positive education and awareness are the key. Green activities will give us the mindset to realize our planet’s value. When we all work together, we can minimize the damage we cause to our rare planet and set the course for a brighter, greener future

Bridget McKenzieFor the planet to sustain life so that we can live in abundance, we need to learn together and fast. Our cultural values need to shift towards an ecological way of knowing. We say the devil is in the detail, but we forget it’s also in the patterns

Theme3 Movement & Natural Curiosity

Paul Chapman We can green our learning by going out into nature rather than just sitting and looking at photos of Ladywell Fields. I learnt more by putting on waders and walking in Deptford Creek than from 100 conferences. You need to see and smell the natural world to learn from it

Kate Faragher We Green our Learning by moving our bodies.  When we walk and talk, we learn and listen in a different way. When we move, dance or exercise after study or work, we embed the learning into our bodies.  When we exercise we engage our mind differently and can innovate.

Tony Wheeler “Be curious, confident and question authority (what’s in it for them?).
Be a generalist, look for connections.
Never specialise in someone else’s facts and tests.
Open your heart and find people to help you understand, value and change things.
Have fun and tell better stories than growth fixated consumer fetishists.”

Ian Woolley “I green my learning by asking questions about the things that I use. What is it made of? Where did it come from? Why does it look like that? Who made it? Can I take it apart? Can I adapt it? Can I fix it? Do I need it?

Theme 4 Context and Place

Jean-Marc Gancille; We want to invent ecological transitions at our place of work. We must question the consequences of our acts on a daily basis and learn to reuse and recycle our resources. Our ambitions come up against environmental limits; we need a sense of moderation and sobriety in our practices.

Fernando Mendes / Ana Dias; We need to rethink our Third Places, make them very organic and free yet based on multi-disciplinary co-working; the ideas of collaboration on projects and space sharing. We need spaces that are welcoming and open where everyone can create new ideas and projects that can co-exist, collaborate and contribute organically.

Razvan Necula “They put a fence in the middle of our park. Around the spot where the Mayor wanted to build an official group. That evening it was covered with children’s drawings demanding a free lawn. The group was eventually established outside Parcul Circului This is our example of practical green learning

Buinho Being an inspiring place, fostering creativity, collaboration and innovation in a FabLab. A place where we eat, sleep, enjoy unique rural nature and make cool stuff. A work in progress; with our residents we are always improving the spaces and adapting them based on the overall vision and current needs

Theme 5 Science and Technology

Martin Owen: Gather evidence. Test your assumptions. Learn to model. Use the many tools available. Learn variables that do good, learn to amplify them. Learn variables that do bad, learn to attenuate them. Learn that, although crying is useful and necessary, pain is relieved by “making” things better. Wax on, wax off

Nick Jeans; “Travel by car and plane is a major source of pollution. With more trust and better use of technology we can allow many more people to work from home.   Lessons and lectures can also be delivered online, reducing travel by students and staff.

Fred Garnett; “Technology is order imposed on nature. We need to return to natural philosophy which respects diverse opinions not pronouncements of great men. Nature is built with fractals and exists in a quantum universe, but we are oppressed by mechanical institutions and linear thinking. Let’s become learning alchemists co-creating education”


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Institutions or…Building a Learning Infrastructure

Yesterday I talked of how creative insights into how we might teach emerge from “bumping into learners expectations,” and of how some wonderful people had created new tools, or new models of learning, as they had worked their way closer to learners expectations (within the limits of their institutions). In our experience learning is an emergent process, so if you pay attention to learners, and to what they are saying to you, then what you need to do to support their learning will become clear. If you consistently pay attention to learners and the learning needs that they articulate, then you can build a learning infrastructure that supports the learning of others.

In the original Academy, Plato’s in Greece 2,500 years ago, learning was a series of conversations. It wasn’t given to you for just turning up, it was something you made through active participation. In medieval guilds, still found in the City of London, “mastery” in a craft was demonstrated through a process of “show and tell” – this is what I do, this is how I do it.

More recently the first British e-learning guru, Diana Laurillard, discussed how we should be building a “conversational framework for learning” and Gilly Salmon talked of e-mentoring as being a key element of e-learning. My friends in Romania, the Alternativa Universitate, who have their own learning model, or learning journey, organise learning around peer-to-peer mentoring, which is, perhaps, how Romanians share understanding.

So we are forever becoming really close to building enduring “learning infrastructures” but only when we can create alternative spaces in which we can follow the learning, rather than the more traditional follow the money (Paris, Bologna, London I’m looking at you).  Nigel and I have talked about using new participatory digital tools to help create organisational Architectures of Participation. Perhaps we should have described this process as creating “learning Architectures of Participation. We discussed some of the elements of this in Before and After Institutions where we are, perhaps, really describing how we might be Co-creating Learning Institutions with the learners (who turn up and participate). We’ve already described how we might be Co-Creating Open Scholarship so there may be some clues in there.

Since 2010 I’ve been trying to solve the practical problems as to how we might enable learners to create their own contexts for learning. I’ve done this, with the help of many others, by trying to build “Ambient Learning Cities,” starting in Manchester, where we have been trying to “transform the learning environment” by creating learning “beyond the classroom.” The first thing we learned was that nobody wants you to transform anything, even if they are offered €3m (City of Manchester) or £88k (MOSI). We were constantly bumping into institutional prejudices, instead of learners expectations, and discovered their rigid constraints (we have everything we need thank you), rather than participatory engagement. This is great for forcing you into solving new problems, which we did. We replaced textbooks with “digital Cabinets of Curiosities” and high-stakes assessment with Aggregate then Curate, our social media participation model of learning.

The second thing that we learned is that the classroom is a metaphor for learning. (more…)

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Teaching & learner-centred learning

In A History of Teaching in 10 Lectures I discussed the quality of accidentally discovering truths about teaching by bumping into the expectations of learners.
This process of bumping into the expectations of learners ended up, for me, in developing a technique I called educational brokering. Captured well in this interview with David Jennings on creating “learner-generated contexts.

Other teachers developed other techniques, and I referred to Bernie Dodge of San Diego who invented WebQuests, or rather co-created WebQuests, with an SDSU class. Back in 1994 and lacking material (or perhaps being unprepared) Bernie decided to run a class as a debate discussing the question “is browsing learning?” He had noticed that people using the, then newly invented, web spent a lot of time “just browsing, thanks.” He thought his class would be split 50/50 and his unprepared 50 minutes would pass easily by in the gentle to-and-fro of debate. Instead EVERYONE said “browsing IS learning, thanks” and so they spent the next 48 minutes inventing WebQuests in order to capture browsing as learning. Or described as Heutagogy, 48 minutes were spent in the co-creation of a self-determined learning tool.

More explicit applied Heutagogy was displayed by the wonderful Thom Cochrane who took the PAH Continuum, which he discovered by just browsing, thanks, and (more…)

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Heutagogy and the Digital Future of Education

Presentation at DTCE Manchester University

This is an overview of my work on digital projects since 1995 and how it might inform us about the future.

If you want to ask questions or have some of the points expanded please post questions below;

Fred Garnett 24 May 2018

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April 2018 Bucharest, Romania
This week I ran a workshop with Corina Anghelscu at Universitate Alternativea in Bucharest. She invited UA members to submit questions for me to discuss and, because most questions were on Creativity & Learning we built the workshop around the World Heutagogy Day 2016 workshop resource Creativity in Learning which I curated. The Curated Conversation format is an expression of Heutagogy, I think, and we posed the organising question “Is Heutagogy the Pedagogy of Creativity?” And this resource is based on the replies, along with some photos contributed by Tony Hall to illustrate the themes.
Questions from Universitate Alternativea

1. What is creativity?

2. What are the characteristics of the creative process

3. How to bring social learning into Learning design

4. How to trigger creativity, innovation and self-decisions for learners?

5. How to develop digital tools?

1.  What is creativity?

Big question, which we discussed well. It’s doing something original, for yourself. People often say “we shouldn’t reinvent the wheel” My answer is,  (more…)

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Heutagogy, Meaning-making and Wellbeing

September 26th The Monastery Manchester

World Heutagogy Day 2017 #wHday17 This year we will be celebrating the 5th World Heutagogy Day, this year in partnership with the Monastery. We will be discussing how the practice of heutagogy might help in developing our meaning making and perhaps help our wellbeing.


Here is an overview of previous World Heutagogy Days, from 2013-2017;

As in previous years we will produce a curated conversation from our discussion, as with the original What is Heutagogy?

Taking Part This blog will track and pull together the resources identified. We ask you to contribute your ideas and point to your work in this area. Discussion will be online on Twitter using the #hashtag #wHday17 and on Facebook in the #myheutagogy group. 

World Heutagogy Day is used to support the idea of Self-Determined Learning, developed around the ideas first expressed by Stewart Hase and Chris Kenyon in the paper From Andragogy to Heutagogy. They argue that in the 21st Century we need to think about learning beyond the ideas of pedagogy, teaching subjects to children, and the adult education model of andragogy (Knowles)  and move towards self-determined learning. “The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s.”

World Heutagogy Day 2016; Last year we discussed whether “Heutagogy is the pedagogy of creativity?”. We produced a workshop  resource for discussing and developing heutagogy as educational practice called Creativity in Learning;



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