Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective

Abstract

Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore process-oriented teaching, which aims to foster self-directed lifelong learning, needs a broad and multidimensional theoretical basis. The important role of experiences in the social and cultural context, prior knowledge, and the emotional aspects of learning are highlighted, and related to self-directed learning in life. Important aspects of process-oriented teaching are summarized in four principles. A multidimensional approach to learning also provides a conceptual basis to teachers’ learning. Developing a process-oriented approach in teaching presents a major challenge for teachers as well as for schools.