Symposium: Critique of Self-Education

Abstract

An apparently new educational vogue under the name “self-education” (or sometimes “challenge education”) is gaining momentum in parts of Canada and the United States; it purports to solve such major and perennial problems as student apathy, motivation to learn, and “educational relevance.” A critical look at the movement reveals that many of the underlying ideas are re-emerging notions from so-called “progressive” and “radical” education. Some new practices and techniques, however, are advocated. The movement's scope allows for discussion under three broad interpretations of self-education. When viewed as education of the self, self-education is a conceptual truth about all education from which few, if any, conclusions for practice can be drawn. Viewed as education about the self, self-education is a positive stride forward in helping students adjust to adult society and the world of work, though as such it is not centrally concerned with education. Viewed as education by the self, self-education advances techniques such as self-teaching, self-direction, “walkabout,” and contract learning, all of which are inappropriate practices for purposes of general education. They are inappropriate because the notions themselves are conceptually confused, because the practices are recommended on the basis of false empirical assumptions and an inadequate conception of education, and because the radical impact these practices may have on school and society has not been, and likely cannot be, justified.