Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning

Autor/in	Kruszelnicki, Wojciech
Titel	Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning
Quelle	In: Studies in Philosophy and Education, 39 (2020) 2, S.187-203 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruszelnicki, Wojciech)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-019-09697-6
Schlagwörter	Personal Autonomy; Independent Study; Educational Philosophy; Intervention; Andragogy; Metacognition; Adult Educators; Adult Education; Learning Processes; Personality Traits; Maturity (Individuals); Citizenship; Critical Thinking; Experiential Learning; Literacy; Adult Learning; Empowerment + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Selbststudium; Bildungsphilosophie; Erziehungsphilosophie; Andragogics; Andragogik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Learning process; Lernprozess; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Reifung; Staatsbürgerschaft; Kritisches Denken; Experiental learning; Erfahrungsorientiertes Lernen; Alphabetisierung; Schreib- und Lesefähigkeit; Adulte education
Abstract	The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners' self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners' self-awareness and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant's idea of maturity as an ability to use one's understanding without guidance from another. I then turn to Habermas's philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield's and Jack Mezirow's association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault's work, I argue that attaining the state of autonomy requires practice in "the care for oneself" which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01