Week 2 Learning Journal

Points to Ponder:

Are there ethical risks related to self-directed learning?

Ruminations:

At risk of sounding terribly negative, this week I chose to reflect on the responsibility of adult educators who assume goals for self-directed learning.

Merriam, et al (2007) list three goals of self-directed learning for adult educators. 

     1.  To enhance the ability of adult learners to be self-directed in their learning.

        2. To foster transformational learning

        3. To promote emancipatory learning and social action. 

As an educator, I think my goal is to foster self-directed learning as an ability to learn independently in order to fulfill one’s needs as well as desires.  I don’t think it is my place to determine what a learner’s direction should be.  Furthermore, I think one must consider that to have a preconceived goal of another person runs a risk of exerting power especially if there is perceived authority.  In other words, if I am teaching a basic technology class, I should not turn that learning activity into a push for social action unless the class is so motivated.  Through this process, it seems I lean towards goal one, understanding that as an educator I have the potential to influence adult learners in various directions through their efforts of self-directed learning.  If a determined goal is necessary, I think it should be broad and vague enough to allow the educator and the learner to determine their own goal.

I would think an educator must be concerned with their power of influence.  With the best intentions to lead a learner, an educator may impose their own views of success or “right” direction.

I have spent hours today researching ethics and self-directed learning.  All I seem to find refers to the unethical practice of allowing the student to be completely self taught as opposed to assisting in the process of learning (Brockett and Hiemstra, 1991).  I can see where that may be a concern.  Fisher (1995) speaks to this concern describing a scenario where a charismatic, articulate person could essentially act in the educator role even if he or she was not a content expert.  The students would have a feeling of satisfaction, however; they risk have true knowledge of content.  I also see potential for an educator to encourage a learning process that is more “efficient” instead of allowing the student to decide direction.  Considering the lack of research in ethical considerations of self-directed learning, I think there is a need for more study.  Is self-directed teaching a philosophy?  There are several learning models designed for self-directed learning.  Should an educator be professionally trained in the techniques?

Brokett, R. and Hiemstra, R. (1991).  Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice.  Chapter 11: Ethical Dilemmas in Self-Direction.  Retrieved from http://www-distance.syr.edu/sdlindex.html on October 28, 2012. 

Fisher, T.D. (1995).  Self-Directedness in Adult Vocational Education Students: Its Role in Learning and Implications For Instruction.  Journal for Vocational and Technical Education.  Retrieved from http://scholar.lib.vt.edu/ejournals/JVTE/v12n1/fisher.html on October 28, 2012.

Merriam, S.B., Caffarella, R.M., Baumgartner, L.M. (2007). Learning in Adulthood: A Comprehensive Guide, (3rd ed). San Francisco, CA: Jossey-Bass