Self-Direction
as a Goal and as a Method
Phillip Candy's
work, Self-Direction for Lifelong Learning (San Francisco, Jossey-Bass
Publishers, 1991) presented self direction as a goal
for adults in the learning process as well as a method of learning
and/or instruction. References on this page are from that work.
-
GOAL:
self-direction is seen as having two dimensions: (1) self-management
and (2) personal autonomy.
- METHOD:
self-direction can be applied in two domains:
(1) the
instructional, where the learner assumes increasing control of
the formal educational process; and,
(2) the autonomous, where the learner conceives, plans and
executes learning projects outside formal a formal educational setting
(autodidaxy).
Although Candy didn't
graphically illustrate his conception of self-direction, the relationship
between the above can be expressed as follows. More information is available
by clicking on the key words in italics with the computer mouse.
Self-Management
in Learning
Education
arguably has an effect on the development of competence in self-directed
learning. Various instructional interventions have been proposed to
assist learners in developing skills to manage their own learning,
utilizing one of two approaches:
Direct
Instruction which involves strategies and programs designed to
teach competence in self-direction. These would include "teaching
such such things as data gathering, critical thinking, organizing
information, systematic goal setting, an self-management" (p.143).
Concomitant
development where self-directed learning competencies, instead
of being directly taught (primarily), are encouraged within the structure
of a particular educational experience. The learner is encouraged
to assume a certain amount of management within the learning situation.
Some strategies for achieving this within the formal learning situation
have been: collaborative planning, learning contracts, and various
forms of independent study.
Personal
Autonomy
After
reviewing the literature pertaining to personal autonomy, Candy concluded
that although most individuals never attain autonomy in the highest
degree,"a person may be regarded to be autonomous to the extent
that he or she:
- Conceives
of goals and plans
- Exercises
freedom of choice
- Uses
the capacity for rational reflection
- Has
will power to follow through
- Exercises
self-restraint and self-discipline
- Views
himself or herself as autonomous" ( p. 125).
The extent
of a learner's autonomy can only be judged in light of his or her
personal understandings and intentions in a given situation, since
autonomy is situation-dependent. Therefore, a learner may be more
autonomous in some situations than in others.
Autonomy
is a lifelong pursuit which "as a general rule increases with
age, but ... is amenable to educational intervention" (pp. 125,
126). As a continuing pursuit, it involves "all aspects of the
educational system -- formal as well as non-formal -- and all aspects
of the individual person" (p. 126).
Autodidaxy
Several generalizations
can be supported from the research since the early 1960s on how adults
undertake independent learning.
Few learning endeavors
are entirely self-directed. Candy repeatedly emphasizes the social influences
which may shape the reasons adults participate in learning projects.
Additionally influences such as family, associates, and the prevailing
cultural setting of the learner, affect the manner in which the learning
takes place and even the intensity with which a learner pursues a project.
Accidents or other
chance occurrences are influential in determining the direction of a
learning project.
Since many autodidactic
projects are undertaken in response to some problem situation, the learning
approach may change as the problem becomes clearer.
Most independent
learners are not aware of themselves being in a learning role.
Self-directed learning
is rarely a completely solitary endeavor. Since it may often occur in
a social context (club, work team, etc.), the social interaction may
significantly influence the direction, process and outcome of the experience.
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Learner
Control
Increasing learner
control in a formal instructional setting has several advantages.
The added responsibility
for the learning outcomes seems to lead to collateral gains in curiosity
and critical thinking.
The quality of retention
and understanding are enhanced.
Learning outcomes
are qualitatively better.
The experience required
both teachers and learners to adjust their attitudes towards and expectations
of each other.
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