4. AN ATTEMPT TO MAKE SENSE
In the previous chapters, I have described the process of understanding I have been
through since the project of Self-Access Centres in Mexico was started in 1992. The reader
will have noticed the way I started seeing things in a different way when I gained some
experience working in my role as a SAC counsellor and a researcher. As I see it, now, I feel
more assertive and confident about certain things. I can positively affirm that I have found
an answer (of all the possible answers) for some of several questions I had (I still have too
many). However, at this moment I strongly feel that I need to make sense of the knowledge I
have acquired. The purpose of the present chapter, then, is to try to make sense in three
different ways. First, I will show the reader the way I do not agree with some aspects of the
literature in this area. I will only deal with one specific book (Wenden's Learner strategies
for learner autonomy) for the purpose of this study is not an exhaustive critical review of the
literature. I only want to provide the reader with an example of some problems when
writing about learning autonomy. Second, I will try to fill a gap in the theoretical foundation
of self-directed language learning. There is the need of a cognitive model that help us to
understand the way self-directed learners learn. Third, in the section "Autonomy 3", I will
complete my definition of autonomy considering three different dimensions of it.
4.1 BEING CRITICAL
Teaching autonomy, if it is teachable, has become a very fashionable educative goal
72
More intriguing information
1. Confusion and Reinforcement Learning in Experimental Public Goods Games2. Disturbing the fiscal theory of the price level: Can it fit the eu-15?
3. Beyond Networks? A brief response to ‘Which networks matter in education governance?’
4. Political Rents, Promotion Incentives, and Support for a Non-Democratic Regime
5. Qualification-Mismatch and Long-Term Unemployment in a Growth-Matching Model
6. Testing Gribat´s Law Across Regions. Evidence from Spain.
7. The name is absent
8. How to do things without words: Infants, utterance-activity and distributed cognition.
9. Dual Inflation Under the Currency Board: The Challenges of Bulgarian EU Accession
10. Evolution of cognitive function via redeployment of brain areas