ENHANCING SELF‐DIRECTION IN ADULT EDUCATION: A Possible Trap for Enthusiasts

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Abstract
Cultural, especially technological, change creates a need for individual adaptive change and hence for learning, throughout adulthood. This adult learning is popularly thought to be best achieved in self‐directed educational situations. However, it is argued in this paper that such a view overlooks a crucial dichotomy in the meaning of ‘self‐direction’: (1) as ‘self‐management’ (being self‐directing within one's field of constraints), and (2) as ‘self‐determination’ (being self‐directing to the extent that one is in control of one's destiny). To a large extent these two qualities may vary independently of each other. It is self‐determination which is appropriately advocated, self‐management having little intrinsic value, but self‐determination, as an essentially internal quality, is less manifest and assessable. Accordingly, self‐management is the more likely to be emphasised in adult education, with the corresponding risk of maximizing self‐management without reducing learner dependency. To enhance self‐determination, different educational experiences and judgments may be required.

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