Independent, Self-Directed Learners in American Life: The Other 80 Percent of Learning.

Autor/inn/en	Gross, Ron; und weitere
Institution	George Washington Univ., Washington, DC. Inst. for Educational Leadership.
Titel	Independent, Self-Directed Learners in American Life: The Other 80 Percent of Learning.
Quelle	(1977), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Learning; Discovery Learning; Educational Philosophy; Experiential Learning; Individual Activities; Interests; Lifelong Learning; Motivation; Nonformal Education + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Entdeckendes Lernen; Bildungsphilosophie; Erziehungsphilosophie; Experiental learning; Erfahrungsorientiertes Lernen; Individual work; Einzelarbeit; Bildungsinteresse; Life-long learning; Lebenslanges Lernen; psychologische; Motivation (psychologisch); Non-formal education; Non formal education; Nichtformale Bildung
Abstract	A transcript of a dialogue on independent, self-directed learning is presented. The three presenters, Ron Gross, Tom Hebert, and Allen Tough, and audience members discuss learning, schooling, discovery, motivation, public policy, and how all of these affect values and the quality of life. Nonformal, nonaffiliated learning--which takes place at home or in informal settings like libraries, enthusiasts' clubs, and organized networks of learners--is considered. Surveys of deliberate efforts by adults to gain some very definite knowledge and skill have found that 20 percent of adult learning is planned by a professional who leads a class or group, while 80 percent of adult learning is planned by the learner. Also included in the 80 percent are self-help groups of peers with the same problems or interests. Ways to facilitate the entire range of adult learning, including helping learners locate materials or information sources, are suggested. The philosophy of a group called "Writers in the Public Interest" is described. Suggestions on how to support independent self-directed learners and their "Invisible University" are offered. Other topics that are addressed in the forum include: the activities of people who are knowledgeable about a particular area, such as trains/transportation; the capacity of libraries to meet the needs of independent learners; and academic credit/degrees versus noncredit/independent learning. (SW)
Anmerkungen	Institute for Educational Leadership, George Washington University, Suite 310, 1001 Connecticut Avenue, NW, Washington, DC 20037 ($1.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01