"This book analyses the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of Self-Directed Learning It utilises philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that Self-Directed Learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed 'Eudemonic Self-Directed Learning', for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and its potential for contemporary practice"--
This book analyzes the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of self-directed learning.
It utilizes philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that self-directed learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed "Eudemonic Self-Directed Learning," for individual and societal flourishing.
Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and its potential for contemporary practice.
This book analyses the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of Self-Directed Learning.
Part I: Whose Education Is It Anyway?
1. The Other Pandemic: Dependent
Learners in the Age of Autonomy Part II: A Brief History of Self-Directed
Learning: Looking Back to Move Forward: Tracing Self-Directed Learning
Through Western Civilization
2. "All Men by Nature Desire to Know":
Aristotles First Premise, Natural Curiosity, and the Rise of the Sophists
3.
Learning to Do, Learning to Learn: Apprenticeships and the Printing Press
4.
Rousseau, Pestalozzi, and Froebel: Nature, Freedom, and Play
5. The Great
Equalizer: Horace Mann, the Chautauqua Movement, and W.E.B. Du Bois
6. Dewey,
Montessori, and Progressive Reformers
7. Education as Revolutionary:
Summerhill, Sudbury, Free Schools, and Citizenship Schools
8. Illich and
Holt: Deschooling, Homeschooling, and Unschooling
9. The Field of
Self-Directed Learning Part III: Exploring Self-Directed Learning
Environments
10. Ready to Learn: The Skills of Self-Directed Learning
11.
Experience and Environment: The Role of School in Self-Directed Learning
12.
Wheres the Teacher?: Guides, Facilitators, and the Role of Adults in
Self-Directed Learning
13. Equity, Freedom, and Responsibility
14. "Staying
Competitive": Self-Directed Learning and Market Forces Part IV: Eudaimonia
and Democratic Schooling
15. Learning as a Pursuit of Happiness: Education
for Individual Flourishing
16. Learning to Live Together: Self-Directed
Learning and Social Responsibility
17. Bringing It Together: Learning for the
Self and the Other
18. Eudemonic Self-Directed Learning Part V: The Future of
Education
19. A Summary of Arguments and Implications for Future Research
Caleb Collier is Postdoctoral Fellow at the University of Virginia and Researcher at The Institute for Self-Directed Learning, USA.
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