autonomy in formal learning is a highly conscious phenomenon. By
contrast, autonomy as a feature of developmental learning begins as an
entirely implicit phenomenon, and the extent to which it becomes explicit
is infinitely variable (1996b,2)
Finally, following this argument, and taking into account the natural quality of
autonomy, it seems to be naive to argue for or against the authenticity of autonomy.
Autonomy is a given element of human beings' learning processes. Thus, the question may
be better expressed in terms of self-direction. So, we had better ask to what extent it is
authentic (i.e. appropriate) to consider formal learning within a self-directed learning
approach. To answer this question, we need to consider the role of self-direction.
According to the previous discussion, human beings Ieam basic (which does not
mean easy) knowledge, skills and beliefs in an autonomous way. Moreover, it is necessary
to emphasise the fact that human beings learn, that is, they are not taught. However, there is
a moment in most human beings, at least in most cultures, when they start to be taught. This
does not mean that they cannot Ieam autonomously any more. It means that someone, an
outsider, has decided that there are certain knowledge, and skills, and beliefs, which need to
be acquired. Without the intrinsic motivation to Ieam (see 4.2.6, p. 93), thus, there is the
need to be taught.
But what is the purpose of education? As I see it, the purpose of education, and the
formal learning that it implies, is to enhance the natural autonomous process of learning
when this becomes lengthy and inefficient. Let me illustrate this point.
Nobody would think to send a healthy baby to school to Ieam her first language. This
is a process any healthy baby can cope with it. However, there are hundreds of other things
(learning cybernetics, chemistry, learning how to drive, how to fly a plane, how to operate a
computer, etc, etc) where we certainly consider the possibility of formal learning. Of course,
there is always the alternative of self-instruction, in which case we are conscious of the risks
that we ran. Self-instruction can be very rewarding and rich, however, it can also be a
lengthy and inefficient process, and even a highly dangerous one (if we think of instances
like driving a car or flying a plane!).
The rationale for this thesis does not regard self-direction as opposed to being taught,
i.e. the most popular of formal learning. Nor do I think that it is an either∕or matter. As I see
it, these two concepts are not mutually exclusive. In the second half of this thesis, I will