Self-directed Learning and Learning Dispositions

We need to develop independent, self-directed learners who are able to adapt to the demands of this new world that is constantly in flux. Self-directed learning requires both capabilities (skills, strategies and abilities required for learning), as well as the disposition to learn.

Carr and Claxton (2002) recognised that learners must not just be able; they must be ready and willing to learn. It could be generalised that the relationship between capability and disposition is bidirectional and linear – ability in a particular arena generates success, which leads to a greater inclination toward the activity. Conversely, an inclination to persevere in an activity leads to greater engagement and the development of ability. The caveat to this is that,

“…the relationship is an uncertain one. Capability does not always produce disposition, nor vice versa. Education for lifelong learning has, therefore, to attend to the cultivation of positive learning dispositions, as well as of effective learning skills.”

While numerous writers have offered different opinions about the dispositions relevant for learning, Carr and Claxton (2002: 109) consider the three prime learning dispositions to be:

1. Resilience: the desire to persist with learning despite setbacks.
2. Playfulness: the ability to experiment and consider unlikely possibilities, a vital ingredient in creativity.
3. Reciprocity: seeking a variety of channels to express and exchange ideas.

Carr and Claxton (2002: 127) further suggest that the learning dispositions are “important building blocks for life-long learning” and that there is a need for educational settings that “exemplify and encourage their development”.

In the design of learning and learning environments, territories are often defined by learning objectives. It's critical to look beyond immediate objectives and offer avenues for the development of learning dispositions. This includes providing activities that build confidence and self-esteem, encourage search, exploration, enquiry, experimentation and play, rather than providing readymade answers. It's also important to ask why and how questions, to develop skills for justification of answers, and facilitate dialogue and discussion.

Reference:
Carr, M., & Claxton, G. (2002).Tracking the Development of Learning Dispositions, in Assessment in Education, Vol. 9, No.1, 2002. In Daniels H., & Edwards A., eds. (2004) The Routledge Farmer Reader in Psychology of Education (pp. 106 -131). RoutledgeFalmer.