After reading the chapter on Self Directed Learning, I couldn’t help but realize that a major pardox of my own life and the current job I am doing was partially the result of my own self directed learning experience for which I had almost no formal institutional training. But even more so was the fact I had engaged in so many self-directed learning projects and adventures, (some serious and some for fun) that I never even realized were educational.

In examining the 10 myths of SDL as identified by Brockett, I feel that there is one more myth that should be dispelled about SDL: that persons who learn through SDL do not have the same knowledge clout or capabilities that those who learn institutionally do. If this were the case, ancient master carpenters that have learned through trial and error or strictly through practical apprenticeships would not have mastery of the skill. Or that famous musicians that never studied a single note of musical theory would be unsuccessful at composing or writing music.

Of course there is context and reality, and its important to accept that some professionals or masters of their craft undoubtedly require both. Doctors, Pilots, Engineers and other high intensity professions require years of institutional education. But does this mean there learning stops there. Many professionals that have become qualified as masters with degrees from higher learning, still continue to pursue self directed learning projects to enhance and improve their practices.

I recently became employed in an area whereI had never done any institutional learning on the subject, but was able to prove to those around me that my years of SDL dedication at my own pace and motivation were enough to complete the requisites of the employment.

In addressing the issue of personal responsibility, there is no doubt that this factor should increase with maturity yet, even younger learners who are passionate about either a subject or problem, will apply themselves to master a skill. Much like my own journey as a self-learned musician who spent my teenage Friday nights practicing. Something I did not because I was obligated by school or an instructor, but because of my own deep desire to master something I was passionate about. Does this mean it was more related to personal attributes or following process?

I remember my last semester at University where I decided to embark on a self Directed Learning course in Latin American History. At the time as a young 23 year old 4th year student, I thought it would be an easy last semester idea. I was interested in the subject for sure but didn’t realize that the rabbit hole I would find myself in, would draw me deeper into a subject than I had ever thought I would be interested in. In Grow’s self directed learning stages (Merriam and Birema , 2014; pg 70) I entered as Interested and Confident with my professor as Motivator and Guide but feel I left much more involved and engaged and that my professor had become a partner in my learning more than my authoritative university professor.

Lastly, self directed learning has spiked exponentially with the boom in social media teaching platforms that allow Self directed Learners access to a greater amount of resources than they ever imagined before.

In this short video on the more pedagogical subject of Childrens learning, I am certain that we can reflect back as adults and tie some pieces together.

***Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Linking Theory and Pactice. San Francisco, California: Jossey-Bass: A Wiley Brand.