Self Directed Learning Theory

Self-directed learning (SLD) has existed from ancient times. For instance, self-study played an important part in the lives of such Greek philosophers as Socrates, Plato, and Aristotle. Other historical examples of self-directed learners included Alexander the Great, Caesar, Erasmus, and Descartes. Many people learned on their own in social conditions of Colonial America because of lacking formal educational institutions necessitated.
The early understanding of SLD took place some 150 years ago in the United States. Craik (1840) documented and celebrated the self-education efforts of several people. Another place in Great Britain, Smiles (1859) published a book complimented the persona development entitled Self-Help.
Until the last three decades,

Moreover, SDL’ theory of Candy (1991) seems to be a bridge between the extensive SDL research in the 1980’s and the need for future direction. Candy discusses the social implications of the pursuit of non-institutional individuals in learning with its potential to eliminate social inequalities. Candy also mentions the various myths of SDL. The primary myth is that SDL is carried out in isolation. Both authors discuss the social implications of learning, and ways that SDL is person situated. The focus of SDL seems to remain the same, the learner is in control of their learning, and this personal learning is intentional in its

Generally, although Tough’s research has highly influence on adult learning it seems to be unrealistic. Since there is an underlying assumption in that everyone to learn, knows how to read, and wants to engage in personal learning projects. Also, during the interviews, there is a fuzzy meaning in learning projects, and recreation or leisure. A great deal of learning on one’s own is for pleasure and recreation, yet it seems Tough was forcing this to become a learning project. In fact, Tough does not include negative aspects of learning; there is an assumption that everyone will learn how to care for a baby, how to garden, or how to exercise. In addition, the perceptive of Knowles do not meet the criteria of culturally based education, and in fact reflect Western mindset (Pratt, 1993). What is more, Brookfield takes much consideration into question the effectiveness of the varieties of the reported self-directed learning. For example, he discusses that although Tough (1971) can count the hours of a learning project, yet does not seem to measure the effectiveness or significance of the learning. Houle (1984) saw people who were living their life in a way that characterized learning and inquiry and wanted to discover the secrets of their pattern. Tough (1971) decided to study and classify these patterns or learning projects even more by interviewing and detailed analysis. Knowles (1985) helped to popularize these ideas by writing about autonomous learners and describing a new