Defining the Autonomous Learner

One of the greatest dilemmas in the research for the autonomous learner or the self-directed learner is simply defining the autonomous learner. Researchers have spent much time and resources in attempting to define this type of learner in a complete manner that does not allow for any wavering or questions. However, this is a task that simply is overwhelming, leading to some exasperation as researchers continue to debate the best definition and even compile a comprehensive list of attributes.

Within self-directed learning, the concept of self-education lies, comprised of an:

• Emotional Aspect
• Moral Aspect
• Intellectual Aspect
• Cognitive Aspect

Crittenden (1978), however, proposes that there are three overlapping components to self-education or autonomous learning including:

• Intellectual 
• Moral
• Emotional 

The intellectual component is where information resides. This is the point where a subject matter expert would exist. Included also within this component are experience, reflection and evidence.

The moral component is comprised of the executive capabilities to practice on new information. This would include such characteristics as tenacity, resoluteness, will and the mastery of self.

Lastly, the emotional component is the ability for the learner to emotionally detach themselves from the knowledge to be able to step into an evaluation modality. This allows the learner to remain detached from an emotional relationship with the information, giving space to evaluate and learn effectively. 

The autonomous learner, based on Candy’s 1991 definition, is one that:

• Conceives goals and plans
• Exercises freedom of choice
• Uses a capacity for reflection in a rational aspect
• Exercises a willpower to act upon their knowledge
• Demonstrates mastery in self-discipline and restraint
• Sees themselves as an autonomous learner

Candy goes on to further define the autonomous learner as one who will be moved to learn based on their beliefs, values and personal principles. They will be consistently involved in a movement between criticizing knowledge and re-evaluating the effectiveness and usefulness of the information. They are going to be true to themselves, or obedient to the structure and rules they have set upon themselves. They demonstrate their ability to command their environment, meaning they will be able to create a learning opportunity from every experience, making creative and even unique responses to stimuli. They are capable of formatting their own rules for learning, acting and working. They are independent. They possess a mastery of self and will evaluate evidence for themselves despite any assumptions, judgments and implications made by others. 

This type of learner is a learner who is simply in command of themselves in every situation and will continue to learn despite the cultural, political and social mores.

Sources:

Candy, P. (1991).  Self-Direction for Lifelong Learning. San Francisco, CA: Jossey-Bass.

Crittenden, B. (1978). Autonomy as the Aim of Education. Ethics and Educational Policy.

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 By Tracy AtkinsonTracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.