Promoting Positive Values while Emphasising on Aesthetical Perspectives in University Students through Adaptation of Knowles Seven Step Process of Andragogical Approach

Abstract

This paper intends to illustrate how Knowles’ seven step process of androgogical approach can help educators to better facilitate animation students with acquired technological knowledge and skills while exposing them to critical aesthetical elements and ethical principles. It is important for educators to understand that they are dealing with young adults who are highly affected by their environments in this borderless world. Therefore, educators are responsible for more than just academics; they also have social roles. To resolve these concerns, an effective androgogical approach can be advantageous for both educators and students. We used to assume that teaching pedagogy was necessary at all levels of education; however, since university students are no longer children, pedagogical methods are not entirely relevant to them. Pedagogy is a teaching method that focuses on children, while andragogy is a teaching approach that focuses on adults and helps them learn more effectively. When people grow older, they become more self-reliant and accountable for their actions. The pedagogical model, in several ways, fails to take care for such developmental shifts, resulting in individual stress, frustration, and resistance. Due to the rapid development in technology, animation students have become highly aggressive in their pursuit of technological expertise, leading them to ignore and overlook the importance of a story's core values. As educators, we must not only help them achieve their goals in terms of technical abilities, and professional experience, but also teach them what is right and wrong, and inspire them to instil moral principles in their work.