edst 518 session 3: the goals of self directed learning and their theoretical foundations
TRANSCRIPT
The goals of self-directed learning and their theoretical foundationsMerriam, S. B., Caffarella, R.S., Baumgartner,
L. S. (2007). Self-directed learning, in Learning in Adulthood: A Comprehensive Guide (pp.
105-129), San Francisco: Jossey-Bass.
Goal oneTo enhance the ability of adult learners to be
self-directed in their learning;
Premised on humanismHuman beings are
by nature good;Human beings have
the potential to grow
Associated with • Abraham Maslow;• Carl Rogers
HumanismCarl Rogers
For a person to "grow", they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood).Without these, relationships and healthy personalities will not develop as they should, much like a tree will not grow without sunlight and water.
Goal twoTo foster transformative learning as central
to self-directed learning
Transformative perspectiveConstructionism
“a learner is believed to construct, through reflection, a personal understanding of relevant structures of meaning derived from his or her action in the world” (Fenwick, 2003: 23);
Constructionism focuses on the unique experiences of individuals;
Goal threeTo promote emancipatory learning and social
action
Critical theoriesGramsci – from cultural hegemony (the
pervasive power of ideologies beliefs and values of the ruling class that are often accepted as common sense) to counter hegemonic struggles (creating alternatives to what is normalized and legitimized)
Freire – conscientization (the process of developing a critical awareness of one’s social reality through reflection and action);
Critical theoriesSelf-directed learning may “set learners in
opposition to powerful interests and against institutional attempts to mandate how and what people should learn. Self directed learning can therefore be re-interpreted with political edge to fit squarely into the traidtion of emancipatory education (Brookfield, 2009: 2621)”
QuestionDo these goals have to be distinct from one
another?
Brookfield, S. D. (2009). Chapter XV.7 Self-directed learning, in R. Maclean, D. Wilson (eds.), International Handbook of Education for the Changing World of Work (pp 2615-2627), Springer Sciences + Business Media B.V. DOI 10.1007/978-1-4020-5281-1 XV.7.
Maslow, A. H. (1970). Motivation and Personality. New York: Harper & Row.