What does Andragogy have to do with dog training?
Andragogy is another example of a learner-centered learning theory, which encompasses the teaching of adult learners. The term was popularized by Malcom Knowles in the 1980s. In this framework, it is readily acknowledged that the learner possesses extensive knowledge already, and is often seeking information immediately applicable or relevant to their situation. There are five key assumptions that comprise this learning theory:
Learners have an established self-concept, that is, they are independent agents capable of making choices. The role of the teacher in andragogy is to foster agency and independence as much as possible. Supporting learners in achieving their goals, and creating space for them to do so.
Learners have their own existing experiences, knowledge, skills and existing beliefs and values. New knowledge will be processed and assimilated through that existing network, and it is the teacher’s role to support the learner in integrating new knowledge while acknowledging and respecting what came before. Learners are not blank slates, It is the role of the teacher to facilitate the cultivation of skills that allow learners to draw from their unique perspectives, experiences, values and beliefs to think critically, and to solve problems.
Learning is most effective when it is immediately applicable, and relatable in context to the learner’s lived experience. There is a shift in learning orientation from subject-focus to problem-focus, seeking information is often fueled by a goal generated by the learner, for example, an adult wants to buy a car and begins to learn all they can about how car loan interest works. It is the role of the teacher to connect the “what” and “why” of learning new knowledge of skills to a relevant goal of the learner.
Learning is practical, it is needed in the learner’s day-to-day life, and it is expected that learners will consume the knowledge and skills that are most applicable to them. It is the teacher’s job to collaborate with their learner, to engage them in directing the course of their learning process.
Learning that is practical, relevant, goal-oriented, and directed by the learner, is intrinsically rewarding providing a potent motivator for continuous learning beyond extrinsically applied reinforcement systems such as money.
How does all this apply to dog training? Training has historically rooted itself in the behaviorist model, that is to say, learners are often treated as blank slates to be molded at the will of the teacher. It does not give much credence to the role of cognition in learning, much less independence or agency in learning. Even in the positive reinforcement realm the trainer’s role is to dictate the goal, manage the learning environment, transmit knowledge through a top-down model, seek compliance by controlling learner behavior through antecedent arrangements, evoking or prompting behavior, leveraging reinforcement, halting and precluding unwanted performances etc.
Although the tides are turning, choice has been a popular topic in training conversations for a long time, but it is the other 4 assumptions that I don’t believe we consider often enough. Animals mature quickly, they have their own experiences, memories, perspectives, goals, and values and we need to incorporate these assumptions into their learning experiences as well, to ensure that learning experiences as a whole not only serve us, but also serve them.
In human adult learning we expect learners to seek out information that is important to them, perhaps relevant to an immediate problem they are looking to solve. For example, going on youtube to learn about plumbing when your sink springs a leak, or taking a certification course for a career change you would like to pursue.
Do we consider these same perspectives in our animal learners?
How do we know what they want to learn?
Have we given them the tools to tell us, and are we listening?
Do we consider often enough how to relate the things we teach dogs to their needs, values or goals, making it relevant to their day-to-day life?
How can we better lean into intrinsic motivation for learning or generalizing a skill?
Let’s take for example a dog that is pulling on walks. Rather than using my power to teach the dog to behave in the way I would like them to behave, because my solution will solve the problem (i.e. rewarding checkins or proximity); I instead provide the dog with tools they can use to solve whatever problems they may be facing. The dog likely doesn’t want to be pulling, it’s uncomfortable, so we approach it from a skill deficit perspective, but one that acknowledges that the learner is capable of creating their own outcomes using skills, rather than dictating the entire process.
If we shift our perspective to attachment to the human creating an obstacle, we can provide skills that allow the dog to communicate their needs to the human. We teach simple gestures the dog can use to initiate movement, slow or increase movement, stop movement, turn the human etc. In my experience this takes about 15 minutes to teach. These skills then empower the dog to drive the walk, to become a co-creator in the experience and to prevent the leash going taught by creating predictability and giving them voice. In the end the outcome is the same, a loose leash walk, but the process was drastically different as we consider how the approach incorporates the assumptions above:
Assumption 1: This approach respects the learner as an independent agent capable of making choices, and empowering them to do so by introducing skills that facilitate more options. The human can follow the dog’s lead, fostering independence, and interjecting as needed for safety or in the rarer instances in which their goals cannot align, such as when unable to go down a private street, while preserving all other options. It provides the tools the learner needs to achieve their goals and creates space for them to do so.
Assumption 2: Rather than telling the learner what a walk should mean to them, we create the space for them to craft their own walk through their perspective. Allowing them to make choices that align with their values and beliefs, and to explore and think critically, equipping them to solve problems as they integrate this new skillset and the knowledge they receive from it’s use.
Assumption 3: The skills can be taught very quickly and can be translated to a real-life context immediately to relate the context to the learner’s lived experience. The learner is intrinsically motivated by their ability to use this new skillset to overcome perceived obstacles.
Assumption 4: The skills are not only practical for both humans and dog, they empower the dog to become an active collaborator in the course of their experience, directing the process. They can communicate more clearly and broadly than before beginning the learning process, offering growing pathways for collaboration as learning continues forward.
Assumption 5: Learning that is practical, relevant, goal-oriented, and directed by the learner, is intrinsically rewarding providing a potent motivator for continuous learning beyond extrinsically applied reinforcement systems such as treats.
Through that process we learn more about them as individuals, and we provide them with a repertoire of building blocks skills that can be used to communicate with us, and direct experiences in more contexts. For example, the dog can now guide the human off leash as well, perhaps leading them to a cupboard in the home previously ignored, etc. Learning into a core tenant of this learning theory, that the learner is also a knower, and can contribute in meaningful ways when empowered to do so.
