Self-Directed Learning and the Collective Approach of Ubuntu Pedagogy

Abstract

This chapter departs from the problem that higher education in South Africa and globally is continuously perpetuating traditional learning methods that promote memorization of facts, individualistic learning styles, and passive learning. The chapter then argues that universities require an urgent shift into pedagogical approaches that will assist students learning how to learn and to thrive collectively, thus developing self and others. This chapter argues that an integration of two learning approaches—self-directed learning and Ubuntu pedagogy—has a potential to assist students in taking the initiative and ownership of their own learning while also supporting the learning of others, ‘I am because we are'. Drawing from Collective Fingers Theory, the chapter examines the benefits of integrating self-directed learning and Ubuntu pedagogy. Themes emerging from the chapter are self-directed learning, self-directed learning and collective learning approaches, Ubuntu pedagogy, and benefits of integrating self-directed learning and Ubuntu pedagogy.