The Term “Self-Directed Learning”—Back to Knowles, or Another Way to Forge Ahead?

Abstract

The term self-directed learning has since its seminal definition in 1975 by Malcolm S. Knowles acquired a range of meanings, which has led to communication difficulties about this subject. Examination of self-directed learning from a biblical ontological–anthropological perspective reveals that, although the notion of self-directed learning as a mechanistic or deterministic process should be questioned, Knowles and colleagues were correct in ameliorating the “process part” of the definition of self-directed learning by emphasizing the freedom and agency of the learner as steward of creation. Researchers wishing to deviate from the approach by Knowles and colleagues are compelled to explain what the term designates in their particular project.

Keywords:

• Educational foundations
• Learning theories; Teaching approaches; Self-directed learning; Effective instruction

Note

Biographical note

Johannes Lodewicus van der Walt is Professor Emeritus and former Dean of the Faculty of Education at the Potchefstroom University in South Africa, now known as the North-West University. Since taking early retirement he has been involved as a Specialist Researcher at this university and has published widely on philosophical issues in education, religion and education, and citizenship education. He also facilitates staff capacity building seminars at tertiary education institutions.

Acknowledgement

The author hereby gratefully acknowledges the advice given by Professors Elsa Mentz and Charlene duToit-Brits as this article unfolded.

Notes

1 Johannes Lodewicus Van der Walt is a member of a research focus group on self-directed learning in the Faculty of Education, North-West University, South Africa. The author is one of the researchers charged with the task of reflecting on the meaning of self-directed learning and about how it should be applied in the project.