Toward social-transformative education
An ontological critique of self-directed learning
Bibliographic Data
| ID | 12906085 |
|---|---|
| Authors | Virginie Servant-Miklos (0000-0003-1987-531X, Aalborg University, corresponding author), Liesbeth Noordegraaf‐eelen (0000-0002-8450-8658, Erasmus University Rotterdam) |
| Year | 2019 |
| Volume | 62 |
| Issue | 2 |
| Pages | 147-163 |
| Publication date | 2019-02-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2019.1577284 |
| OpenAlex | W2912253221 |
| Language | EN |
| Citations received | 8 |
| References cited | 19 |
The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analysis of Rogers’ concepts of Self, Knowledge and Society, the authors aim to show that self-directed learning fails to live up to its emancipatory promise. Instead, the paper picks up and develops on a debate in the early SDL literature between Rogers and Paulo Freire, suggesting that Freire’s ontological premises are incompatible with those of Rogers, yet better prepare students to identify and face social problems. The authors further develop this point through the cultural-historical analysis of speech of Lev Vygotsky, cementing a social understanding of the Self as the foundation of social-transformative education. The paper concludes on the implications of this analysis for educational practice
Critical pedagogy · Epistemology · Higher education · Humanism · Individualism · Ontology · Pedagogy · Philosophy of education · Self · Sociology · Transformative learning · Adult and Continuing Education Topics · Critical and Liberation Pedagogy · Education and Critical Thinking Development · Philosophy
Caring for educational concerns
Quality and constructed knowledge
Defining Collaborative Online International Learning (Coil) and Distinguishing it from Virtual Exchange
Environmental education and socio-ecological resilience in the Covid-19 pandemic
The positive impact of introducing modified directed self-learning using pre–small group discussion worksheets as an active learning strategy in undergraduate medical education
Social justice through lifelong education
A Curriculum and Pedagogy of Prison Abolition
When Immigrant Mothers of Color Become Public School Teachers for English Language Learners
The Inquiring Mind
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning
Why Minimal Guidance During Instruction Does Not Work
Freedom to Learn
From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory
Assessment and Empowerment
Activity as Object-Related
Global learning through the lens of Vygotskian sociocultural theory
Person-Centered Approach as Conscientizacao
The Failure of Self-Actualization Theory
A theory of human motivation
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |