People who've been talking about feral learning - Gary Woodill

Gary Woodill

Psst…wanna hear something great?   (Posted on December 15, 2008 on Gary Woodill's blog)

As a “feral learner“, I am always searching for interesting sources of ideas and information. ...

DIY: Do-It-Yourself Learning  (posted on May 27, 2010 on Workplace Learning Today)

When change happens as quickly as it is now happening, there are few experts – just a few people running to keep up. Most of what I learned in university it not relevant to what I do today…and I’ve stopped taking courses a long time ago. Instead, learning has shifted to being a do-it-yourself operation, looking for answers when you need them, “learning by wandering”, being a nomad in a continuous search, a feral learner, and other metaphors of relative freedom from the confines of a classroom. The downside is that you have to know where to look, and what to look for, in order to succeed. The upside is often innovation and exhilaration. What is making it all easier is that knowledge is becoming more open, once exotic technologies are becoming inexpensive and can be easily ordered.

From the archive: Transformative learning (2)

Transformative Learning

This was originally posted in Mary's M.Ed. Journal, Friday, September 10, 2004 as part of a larger post, Discussion: Design & development phase

 Transformative learning is based on humanist principles and is in many ways an extension of the constructivist framework. With roots in the work of Carl Rogers and Abraham Maslow about self-direction and self- actualisation, it spans the fields of education and counselling. The critical difference is that transformative learning not only perceives the learner (client) as being at the centre of the process, it also explicitly frames the learning process as an aspect of the lifelong process of personal growth and development. The learner learns because they have a natural inclination and an intrinsic motivation to do so. It is a natural part of the human condition.

According to Hiemstra and Brockett (1994),

Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment" (Elias & Merriam, 1980, p. 118). Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).