From Classical Pedagogy to Education 4.0: Continuity of Methodology, Approaches and Principles

Abstract

The article actualizes the need for a theoretical substantiation of the theory of learning and personality
development at the stage of early, middle and late adulthood. The implicit theory of intelligence, synergetic and eutagogical approaches are considered; knowledge management approaches for the knowledge
society (phenomena of explicit and implicit knowledge, knowledge flows, diffusion of knowledge and
culture); ideas of peeragogy as Education 4.0. The continuity of “classical pedagogy → andragogy → heutagogy → peeragogy” is studied. The results of a survey of 1st year students about their implicit presentation of the doctrine are given. The survey involved 86 students of the Kazakh National University named
after al-Farabi. It was found that 66.7% of students chose the understanding “learning is the acquisition of
facts, methods, etc., which can be stored and applied in practice”, 25% – “learning is the accumulation of
knowledge” and 4.8% “learning is it is the interpretation and understanding of reality”, and 3.6% “teaching
is the understanding of meaning and determination of meaning”. The attitude of students to the principles
of eutagogy and pyragogy has been studied. Most students approve of the principles of self-education.
Key words: heutagogy, andragogy, synergetics, implicit theories of intelligence, personality development, self-education, knowledge management.