Contributions of the International Self-Directed Learning Symposia

Abstract

The interest in self-direction in learning has a long and varied history. Regardless of changes in educational policies and approaches, concern with the development of learners who can effectively continue to learn on their own throughout their lifetimes continually reemerges. Plutarch asserted in the first century that the human mind is not a vessel to be filled, but a fire to be kindled. Spanning the ages, Thomas Friedman in his recent bestseller, The World Is Flat (2005), documents the challenges of global competition that now face us. In an address to the National Governor's Association (Friedman, 2005) he stated, based on his worldwide research, we need, more than any other knowledge or skill, to learn how to learn and to love and seek out learning. The similarity of Plutarch's and Friedman's comments is not surprising to those with an interest in research and practice in Self-Directed Learning (SDL). Self-directed, lifelong learning is the most basic ingredient for surviving and thriving in a world of change. One of the most universal practices of adults is to seek opportunities to discuss ideas and efforts that are important to them. For those interested in research on self-direction in learning and its promotion as an educational practice, the International Self-Directed Learning Symposium (ISDLS) has offered such an opportunity for 20 years. The first symposium was held at the University of Georgia in 1986, organized by Huey Long, who is still the guiding force for the gatherings. The symposia have continued to meet in each successive year, providing an international forum for the discussion of important current developments in research and theory-building related to self-directed learning (SDL), as well as application of SDL concepts and processes in a rich variety of contexts. The program design emphasizes intensive individual participation and group exploration of problems, issues, and concepts. Program structure includes large-group sessions as well as small-group interaction opportunities. Small-group sessions provide time for presentation, reaction from a designated individual who has had a prior opportunity to review the paper, and then an open discussion with the attendees. As 2006 marks the 20th successive year of the symposia, it seems appropriate to examine some of the contributions the ISDLS has made to the field of adult education. Stimulus for Research By creating an annual venue for discussions, presentations, and publications related to SDL, the symposia have provided a continual stimulus for research, a chance to address cutting-edge issues, and an opportunity to create collegial projects. In addition to explorations of theory, papers have addressed SDL research in a wide variety of contexts, including business and industry, elementary, secondary, and higher education, and in medical institutions. Findings from both qualitative and quantitative research have been represented, and a number of instruments designed to assess various aspects of self-direction in learning have been presented and discussed. International Perspective Because of the international attendance, participants have had an opportunity to compare concepts, practices, and terminology related to SDL across cultures. One particularly rich exchange resulted from the many presentations by individuals involved in the Group for Interdisciplinary Research on Autonomy and Training (GIRAT), Canada's nationally-funded SDL research effort, which supports both primary research and research which can provide insights valuable to business and industry. Philip Candy of Australia presented ideas from his landmark book, Self-Direction for Lifelong Learning (1991) and presentations of research conducted in China, France, Germany, Korea, Japan, Finland, Australia, Hong Kong, and a number of South American countries, among others, have created an opportunity to expand understanding of self-direction in learning from a global perspective. …