Topic Six: Nurturing Autonomy
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the relationship between feeling autonomous and yet being comfortable with being part of a community of scholars
2. Explain the importance of the role of autonomy in an individual accepting responsibility for their own learning
3. Identify why group problem-solving enhances learning, yet can nurture a sense of personal empowerment
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the relationship between feeling autonomous and yet being comfortable with being part of a community of scholars
2. Explain the importance of the role of autonomy in an individual accepting responsibility for their own learning
3. Identify why group problem-solving enhances learning, yet can nurture a sense of personal empowerment
Conceptual Framework: Nurturing Autonomy
A facilitator of learning creates an environment that promotes learner autonomy and eliminates conditions that interfere with that autonomy. A key aspect of this is for the learning facilitator to model active and enthusiastic engagement in the learning process and a genuine sharing of the responsibility for the operation of the learning environment that will support learner autonomy. the learning environment must be viewed as a learning center, not a teaching center. We cannot ignore the fact that all learning is caught and not taught. An attempt to expect all learners to conform to some arbitrary standard is both unnatural and irrational. The very nature of our democracy demands that we respect the individual autonomy of each learner while supporting a sense of community.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
A facilitator of learning creates an environment that promotes learner autonomy and eliminates conditions that interfere with that autonomy. A key aspect of this is for the learning facilitator to model active and enthusiastic engagement in the learning process and a genuine sharing of the responsibility for the operation of the learning environment that will support learner autonomy. the learning environment must be viewed as a learning center, not a teaching center. We cannot ignore the fact that all learning is caught and not taught. An attempt to expect all learners to conform to some arbitrary standard is both unnatural and irrational. The very nature of our democracy demands that we respect the individual autonomy of each learner while supporting a sense of community.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
Example
The photo above provides an example of how granting learners an inalienable right to autonomy and free-expression can be risky business. Letting a young child us a sharp knife to practice cutting vegetables requires that the facilitator of learning accept responsibility for maintaining a learning environment that can support autonomy, yet ensure that the environment is emotionally and physically safe. The role of the learning facilitator in this example is to provide the scaffolding that will support each learner's zone of proximal development.
The photo above provides an example of how granting learners an inalienable right to autonomy and free-expression can be risky business. Letting a young child us a sharp knife to practice cutting vegetables requires that the facilitator of learning accept responsibility for maintaining a learning environment that can support autonomy, yet ensure that the environment is emotionally and physically safe. The role of the learning facilitator in this example is to provide the scaffolding that will support each learner's zone of proximal development.
Positive prompts that nurture autonomy
When a learner enters the zone of proximal development, the facilitator must not stifle a growing sense of autonomy by discouraging discovery learning. The facilitator of learning must practice what she/he preaches and provide adequate supports for the learner's drive for mastery doing whatever it takes to remove obstacles to a successful learning outcome.
When a learner enters the zone of proximal development, the facilitator must not stifle a growing sense of autonomy by discouraging discovery learning. The facilitator of learning must practice what she/he preaches and provide adequate supports for the learner's drive for mastery doing whatever it takes to remove obstacles to a successful learning outcome.
Self-Assessment
1. When you were a child, think of a time when you wanted to pursue a task and were stifled by a well-meaning adult. What was the task?
2. When a learner wants to attempt a task and you are concerned that the learner will encounter "failure" - what do you do?
3. Give an example of a time when you, in retrospect, realize that you stifled a learner's opportunity for discovery because you were over-protective or fearful of the outcome? What could you have done to "child-proof" the environment so that it would not have been necessary to stifle the learner's autonomy?
1. When you were a child, think of a time when you wanted to pursue a task and were stifled by a well-meaning adult. What was the task?
2. When a learner wants to attempt a task and you are concerned that the learner will encounter "failure" - what do you do?
3. Give an example of a time when you, in retrospect, realize that you stifled a learner's opportunity for discovery because you were over-protective or fearful of the outcome? What could you have done to "child-proof" the environment so that it would not have been necessary to stifle the learner's autonomy?