Critical Thinking and Self-Directed Learning in Adult Education: An Analysis of Responsibility and Control Issues

Abstract

Two dominant theoretical frameworks in adult education are critical thinking and self-directed learning. This article is an analysis of the fundamental premises of these constructs in an attempt to link these two frameworks in a more integrative and explanatory view of adult education than is possible through each individual concept. The article argues that responsibility and control issues are fundamental to both critical thinking and self-directed learning. The discussion is intended to contribute to our understanding of the premises and essence of adult learning and education, and to stimulate further reflection on critical thinking and self-directed learning.