Leregogy

Leregogy is a new conception for adult learning theory, one that arises as an extension of the rich developments in the fields of pedagogy and andragogy. In a leregogical relationship, dualistic distinctions such as teacher-learner and mentor-mentee are replaced by learning as fluid, open-ended, with everyone leading, teaching, and learning together.
Meaning and origin
The term is a neologism generated by David Rehorick and Gail Taylor in 1995 to capture what they experienced within a learning adventure to expand their mutual understanding of phenomenology, phenomenological sociology, and hermeneutics. "Leregogy is a term coined to try and bridge the indomitable severing of roles between teacher and learner. It implies a transactional and shifting set of 'roles' wherein both people are, at various times and sometimes synchronously, both teachers and learners. It also gets by the accepted term for adult learning (andragogy) which has its linguistic roots in maleness and the authoritarian role-sets implied by the term pedagogy." Jeddeloh (2014) articulates five stages to the building of relationships: (1) discovering jazz as a common way of being, (2) mindful trust building, (3) just enough structure, (4) furthering the collaboration through the use of improvised languaging, and (5) playing in the moment, seeing the macro. The authors describe how their co-teaching efforts delivering an integrated content-based language learning curriculum led to a seamless blend of content and language objectives such that a classroom observer could not distinguish the content from the language specialist. By fostering a view of learning as a relational endeavour, old dualisms such as student-teacher and mentor-mentee can be transcended, with classroom participants assuming varying roles within daily classroom activities.<ref name=":2" /> (pp. 144-45, 156-57)

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