It is always interesting to look at the difference between what are considered to be broadly North American and European perspectives on autonomy (although the geographical labels are not all that accurate). The former have traditionally given far more attention to strategic aspect of autonomy and hence the ‘training’ of learner strategies (cf Rebecca Oxford’s approach). I have always felt the strategy approach had merit as it forces us, as educators and as researchers, to be specific when we talk about what we mean by autonomy. At the same time, I have also always felt that it was a limited approach as it leaves out a lot of what many consider to be the essential qualities of the autonomous learner. Here is an interesting quote relating to this point from general education, from the field of metacognition research to be precise, by Kluwe (1982):
?hether people can monitor and regulate their thinking, how and when they monitor and regulate, and whether greater chances for success are realized through monitoring and regulating depends on the tasks, the demands posed by the task, people? knowledge of the task, and the kinds of cognitive strategies they can bring to bear on the task. However, equally important is how people assess themselves as self-regulatory organismes, as ?gents of their own thinking?(Kluwe, 1982, p.222).
Kluwe, R. (1982). Cognitive knowledge and executive control: metacognition. Animal Mind-Human Mind. D. Griffin. New York, Springer Verlag: 201-224.
Another excellent, I would say almost required read for those interested in autonomy is this one:
Hacker, D., J., J. Dunlosky, et al., Eds. (1998). Metacognition in educational theory and practice. Mahwah, lawrence erlbaum.
Tags: autonomy, strategies