Self-directed learning is learning in which the conceptualization, design, conduct and evaluation of a learning project are directed by the learner. This does not mean that self-directed learning is highly individualized learning always conducted in isolation. Learners can work in self-directed ways while engaged in group-learning settings, provided that this is a choice they have made believing it to be conducive to their learning efforts. Self-directed learners are not to be thought of as Robinson Crusoes working without human contact. Indeed, a recurring theme of research in this area is the way learners move in and out of learning networks and consult a range of peers. The key point is that whether or not learners choose to be temporarily isolated from, or immersed within, peer networks is the learner’s decision.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Abdullah, M.H. 2001. Self-directed learning. ERIC digest. Bloomington, IN: Indiana University, ERIC Clearinghouse on Reading, English and Communication. <www.ericdigests.org/2002-3/self.htm >
Andruske, C.L. 2000. Self-directed learning as a political act: learning projects of women on welfare. In: Sork, T.J.; Lee-Chapman, V.; St. Clair, R., eds. Proceedings of the 41st annual adult education research conference. Vancouver, Canada: University of British Columbia, Department of Educational Studies.
Brockett, R.G.; Hiemstra, R. 1991. Self-direction in adult learning: perspectives on theory, research and practice. New York, NY: Routledge.
Brookfield, S.D. 1982. Independent adult learning. Nottingham, UK: University of Nottingham, Department of Adult Education.
Brookfield, S.D., ed. 1984. Self-directed learning: from theory to practice. San Francisco, CA: Jossey-Bass.
Brookfield, S.D. 2000. Education and self-directed learning. In: Matheson, C.; Matheson, D., eds. Educational issues in the learning age. New York, NY: Continuum.
Brookfield, S.D. 2003. Critical perspectives on accelerated learning. In: Wlodkowski, R.; Kasworm, C.A., eds. Accelerated learning for adults: the promise and practice of intensive educational formats. San Francisco, CA: Jossey-Bass.
Brookfield, S.D. 2004. The power of critical theory: liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.
Candy, P.C. 1991. Self-direction for lifelong learning. San Francisco, CA: Jossey-Bass.
Chene, A. 1983. The concept of autonomy in adult education: a philosophical discussion. Adult education quarterly, vol. 34, no. 1, pp. 38–47.
Courtney, B.C.; Merriam, S.B.; Baumgartner, L.M. 2003. Witches ways of knowing: integrative learning in joining a marginalized group. International journal of lifelong education, vol. 22, no. 2, pp. 111–31.
Fox, D.; Prilleltensky, I, eds. 1997. Critical psychology: an introduction. Thousand Oaks, CA: Sage.
Goldberger, N. et al. 1996. Knowledge, difference and power: essays inspired by women’s ways of knowing. New York, NY: Basic Books.
Knowles, M.S. 1975. Self-directed learning: a guide for learners and teachers. New York, NY: Cambridge Books.
McLaren,p. 1993. Multiculturalism and the postmodern critique: towards a pedagogy of resistance and transformation. Cultural studies, vol. 7, no. 1, pp. 118–46.
Marcuse, H. 1965. Repressive tolerance. In: Wolff, R.P.; Moore, B.; Marcuse, H., eds. A critique of pure tolerance. Boston, MA: Beacon Press.
Merriam, S.B. 2001. Andragogy and adult learning: pillars of adult learning theory. In: Merriam, S.B., ed. The new update on adult learning theory. San Francisco, CA: Jossey-Bass.
Merriam, S.B.; Caffarrella, R.S. 1999. Learning in adulthood: a comprehensive guide. San Francisco, CA: Jossey-Bass.
Stockdale, S.L.; Fogerson, D.L.; Brockett, R.G. 2001. Revitalizing the study of self-directed adult learning. In: Smith, R.O. et al., eds. Proceedings of the 42 nd annual adult education research conference. East Lansing, MI: Michigan State University, Department of Higher, Adult and Lifelong Education.
Tough, A.M. 1966. Learning without a teacher. Toronto, Canada: OISE.
Tough, A.M. 1968. Why adults learn: a study of the major reasons for beginning and continuing a learning project. Toronto, Canada: OISE.
Tough, A.M. 1971. The adult’s learning projects: a fresh approach to theory and practice in adult learning. Toronto, Canada: OISE.
Tough, A.M. 1982. Intentional changes: a fresh approach to helping people change. New York, NY: Cambridge Books.
Zepke, N.; Leach, L. 2002. Contextualized meaning making: one way of rethinking experiential learning and self-directed learning? Studies in continuing education, vol. 24, no. 2, pp. 205–18.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Brookfield, S.D. (2009). Self-Directed Learning. In: Maclean, R., Wilson, D. (eds) International Handbook of Education for the Changing World of Work. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5281-1_172
Download citation
DOI: https://doi.org/10.1007/978-1-4020-5281-1_172
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5280-4
Online ISBN: 978-1-4020-5281-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)