CLIP Newsletter
| dc.date.accessioned | 2025-09-18T10:41:46Z | |
| dc.date.available | 2025-09-18T10:41:46Z | |
| dc.date.issued | 2025-09 | |
| dc.description.abstract | These principles stand in contrast to pedagogy, according to Knowles, which is more teacher directed and content focused as its principles are framed with children as learners. Though there is some debate in the scholarship of teaching and learning about whether the two are actually distinct, educators can benefit from being mindful of andragogical principles and incorporating it into their teaching philosophy. Interestingly, many of the teaching strategies long considered “traditional” in management education—such as the case method—already embody andragogical principles. It places learners in real-world scenarios, prompting them to analyze, debate, and make decisions. This approach leverages learners’ prior experiences, encourages self-direction, and fosters critical thinking—hallmarks of andragogical design. A recent CLIP workshop also highlighted the need for forging better connections with students, cultivating an empathetic mindset, and responding thoughtfully to classroom dynamics. These are not just soft skills—they are foundational to andragogy. As this article on nurturing more creative and critical thinking through andragogical principles argues, adult learners thrive in environments where they feel respected, understood, and engaged as co-creators of knowledge. | |
| dc.identifier.uri | https://ir.mica.ac.in//handle/123456789/10299 | |
| dc.language.iso | en | |
| dc.publisher | MICA | |
| dc.relation.ispartofseries | The centre for learning & innovative pedagogy; Issue No. 3.1 | |
| dc.subject | Reimaging the classroom with andragogical principles | |
| dc.title | CLIP Newsletter |