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

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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.

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