![]() ![]() However, whatever a programme’s desired outcomes may be, its students must bring to it and build selves that are compatible with those outcomes. Outcomes, we learn from the article, can be perceived in a number of culturally determined ways, such as in personal growth or examination performance. remind us that beliefs about responsibility for learning and the outcomes of that learning are influenced by culture and may vary from one culture to the next so that responsibility may be located in the individual or in the collective. Self‐directed learning is conducted by the student and for the student. The word ‘self’ in self‐directed learning (SDL) indicates a locus for both the responsibilities related to learning and the outcomes of that learning. These experiences shape students’ views of indicate that secondary school experiences play an important role in preparation for SDL. In SDL, students confront who they are as learners and just what learning entails. Self‐directed learning is conducted by the student and for the student In addition to locating responsibility and outcomes, the term ‘self‐directed learning’ reminds us that attributes of the learner are cogent in this form of learning. The culturally sculpted self in self‐directed learning The culturally sculpted self in self‐directed learning ![]()
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