This Article Full Text (PDF) All Versions of this Article: 0741713608314135v1 58/3/229    most recent References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in ISI Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Google Scholar Articles by Eneau, J. Social Bookmarking                   What's this?

From Autonomy to Reciprocity, or Vice Versa? French Personalism's Contribution to a New Perspective on Self-Directed Learning

Université Lumière, Lyon, France, jerome.eneau{at}univ-lyon2.fr

After many years of research focused on the individual and psychological aspects of self-directed learning, the field has taken into consideration the context and situation surrounding the education of an adult, placing the development of individual autonomy into a constructivist perspective. But it is only recently, in France at least, that researchers have begun to look more closely at the interpersonal dimensions of learning and that new theoretical approaches have introduced the ideas of reciprocity and exchange, allowing the consideration of the construction of this autonomy in new ways. Referring particularly to French personalist philosophy, following Mounier's and Ricœur's line of thought, Labelle's theory of educational reciprocity reverses the perspective, seeing the process of an adult's autonomization as the result of the reciprocal relationship between him or her and another person.

Key Words: autonomy • reciprocity • French personalism • self-directed learning

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?