Toward a Theory of Self-Directed Learning: a Study of Experts Without Formal Training

Abstract

The authors analyzed the biographies of twenty acknowledged experts with out formal training beyond high school in search of commonalities that might suggest ways people become effectively self-directed in learning and accom plishment. Of the 154 characteristics identified, the fifty rated as most im portant were examined. They outline a pattern of education that is sharply focussed, active, experiential, self-directed, situational, and often personally challenging. They indicate a personality that is both traditional and radical, and they suggest a life theme of gathering purpose and drive. The authors transform their analyses into fourteen hypotheses about education, about a form of schooling that would prepare students for a life of self-directed learning and attainment.