Autodidacticism (alsoautodidactism) orself-education (alsoself-learning,self-study andself-teaching) is thepractice of education without the guidance ofteachers.Autodidacts are self-taught[1] people who learn asubject through self-study.[2][3] Process may involve, complement, or be an alternative toformal education. Formal education itself may have ahidden curriculum that requires self-study for the uninitiated.
Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education.Many notable contributions have been made by autodidacts.
The self-learningcurriculum is infinite. One may seek outalternative pathways in education and use these to gaincompetency; self-study may meet some prerequisite-curricula criteria forexperiential education orapprenticeship.
Self-education[4] techniques can include reading educational books or websites,[5] watching educational videos and listening to educational audio recordings, or by visitinginfoshops. One uses some space as alearning space, where one usescritical thinking to developstudy skills within the broaderlearning environment until they've reached an academiccomfort zone.
The termautodidact has its roots in theAncient Greek wordsαὐτός (autós,lit. 'self') andδιδακτικός (didaktikos,lit. 'teaching'). The related termdidacticism defines an artisticphilosophy of education.
Various terms are used to describe self-education. One such isheutagogy, coined in 2000 by Stewart Hase and Chris Kenyon ofSouthern Cross University in Australia; others areself-directed learning andself-determined learning. In the heutagogy paradigm, a learner should be at the centre of their own learning.[6] A truly self-determined learning approach also sees the heutagogic learner exploring different approaches to knowledge in order to learn; there is an element of experimentation underpinned by a personal curiosity.[7]
Andragogy "strive[s] for autonomy and self-direction in learning", whileHeutagogy "identif[ies] the potential to learn from novel experiences as a matter of course [...] manage their own learning".[8]Ubuntugogy is a type ofcosmopolitanism that has acollectivist ethics ofawareness concerning theAfrican diaspora.[9][10]
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Autodidacticism is sometimes a complement of modern formal education.[11] As a complement to formal education, students would be encouraged to do more independent work.[12]
Before the twentieth century, only a small minority of people received an advanced academic education. As stated byJoseph Whitworth in his influential report on industry and innovators dated from 1853, literacy rates were higher in theUnited States than inEngland.[ambiguous] However, even in the U.S., most children were not completinghigh school. High school education was necessary to become a teacher. In modern times, a larger percentage of those completing high school also attended college, usually to pursue a professional degree, such as law or medicine, or a divinity degree.[13]
Collegiate teaching was based on the classics (Latin, philosophy, ancient history, theology) until the early nineteenth century. There were few if any institutions of higher learning offering studies in engineering or science before 1800. Institutions such as theRoyal Society did much to promote scientific learning, including public lectures. In England, there were also itinerant lecturers offering their service, typically for a fee.[14]
Prior to the nineteenth century, there were many important inventors working as millwrights or mechanics who, typically, had received an elementary education and served an apprenticeship.[13] Mechanics, instrument makers and surveyors had various mathematics training.James Watt was a surveyor and instrument maker and is described as being "largely self-educated".[15] Watt, like some other autodidacts of the time, became a Fellow of theRoyal Society and a member of theLunar Society. In the eighteenth century these societies often gave public lectures and were instrumental in teaching chemistry and other sciences with industrial applications which were neglected by traditional universities. Academies also arose to provide scientific and technical training.
Years of schooling in the United States began to increase sharply in the early twentieth century. This phenomenon was seemingly related to increasing mechanization displacingchild labor. The automated glass bottle-making machine is said to have done more for education than child labor laws because boys were no longer needed to assist.[16] However, the number of boys employed in this particular industry was not that large; it was mechanization in several sectors of industry that displaced child labor toward education. For males in the U.S. born 1886–90, years of school averaged 7.86, while for those born in 1926–30, years of school averaged 11.46.[17]
One of the most recent trends in education is that the classroom environment should cater towards students' individual needs, goals, and interests. This model adopts the idea ofinquiry-based learning where students are presented with scenarios to identify their own research, questions and knowledge regarding the area. As a form ofdiscovery learning, students in today's classrooms are being provided with more opportunity to "experience and interact" with knowledge, which has its roots in autodidacticism.
Successful self-teaching can require self-discipline and reflective capability. Some research suggests that the ability to regulate one's own learning may need to be modeled to some students so that they become active learners, while others learn dynamically via a process outside conscious control.[18] To interact with the environment, a framework has been identified to determine the components of any learning system: a reward function, incremental action value functions and action selection methods.[19] Rewards work best in motivating learning when they are specifically chosen on an individual student basis. New knowledge must be incorporated into previously existing information as its value is to be assessed. Ultimately, thesescaffolding techniques, as described byVygotsky (1978) and problem solving methods are a result of dynamic decision making.
In his bookDeschooling Society, philosopherIvan Illich strongly criticized 20th-century educational culture and the institutionalization of knowledge and learning - arguing that institutional schooling as such is an irretrievably flawed model of education - advocating instead ad-hoc co-operative networks through which autodidacts could find others interested in teaching themselves a given skill or about a given topic, supporting one another by pooling resources, materials, and knowledge.[20]
Secular and modern societies have given foundations for new systems of education and new kinds of autodidacts. AsInternet access has become more widespread theWorld Wide Web (explored using search engines such asGoogle) in general, and websites such asWikipedia (including parts of it that were included in abook or referenced in a reading list),YouTube,Udemy,Udacity andKhan Academy in particular, have developed as learning centers for many people to actively and freely learn together. Organizations like The Alliance for Self-Directed Education (ASDE) have been formed to publicize and provide guidance for self-directed education.[21] Entrepreneurs like Henry Ford, Steve Jobs, and Bill Gates are considered influential self-teachers.[22]
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The first philosophical claim supporting an autodidactic program to the study of nature and God was in thephilosophical novelHayy ibn Yaqdhan (Alive son of the Vigilant), whose titular hero is considered the archetypal autodidact.[23] The story is a medieval autodidactic utopia, a philosophical treatise in a literary form, which was written by the Andalusian philosopherIbn Tufail in the 1160s inMarrakesh. It is a story about a feral boy, an autodidact prodigy who masters nature through instruments and reason, discovers laws of nature by practical exploration and experiments, and gainssummum bonum through a mystical mediation and communion with God. The hero rises from his initial state oftabula rasa to a mystical or direct experience of God after passing through the necessary natural experiences. The focal point of the story is that human reason, unaided by society and its conventions or by religion, can achieve scientific knowledge, preparing the way to the mystical or highest form of human knowledge.
Commonly translated as "The Self-Taught Philosopher" or "The Improvement of Human Reason", Ibn-Tufayl's storyHayy Ibn-Yaqzan inspired debates about autodidacticism in a range of historical fields from classical Islamic philosophy through Renaissance humanism and the European Enlightenment. In his bookReading Hayy Ibn-Yaqzan: a Cross-Cultural History of Autodidacticism,Avner Ben-Zaken showed how the text traveled from late medieval Andalusia to early modern Europe and demonstrated the intricate ways in which autodidacticism was contested in and adapted to diverse cultural settings.[23]
Autodidacticism apparently intertwined with struggles overSufism in twelfth-century Marrakesh; controversies about the role of philosophy in pedagogy in fourteenth-centuryBarcelona; quarrels concerningastrology inRenaissanceFlorence in whichPico della Mirandola pleads for autodidacticism against the strong authority of intellectual establishment notions of predestination; and debates pertaining toexperimentalism in seventeenth-century Oxford. Pleas for autodidacticism echoed not only within close philosophical discussions; they surfaced in struggles for control between individuals and establishments.[23]
In the story of Black American self-education,Heather Andrea Williams presents a historical account to examine Black American's relationship to literacy duringslavery, theCivil War and the first decades of freedom.[24] Many of the personal accounts tell of individuals who have had to teach themselves due toracial discrimination in education.
Many successful and influentialarchitects, such asMies van der Rohe,Frank Lloyd Wright,Viollet-Le-Duc andTadao Ando were self-taught.
Few countries allow autodidacticism inarchitecture today, as the practice of architecture or the use of the title "architect", are nowprotected in most jurisdictions.
Self-taught architects have generally studied and qualified in other fields such asengineering orarts and crafts.Jean Prouvé was first a structural engineer.Le Corbusier had an academic qualification in decorative arts.Tadao Ando started his career as a draftsman, andEileen Gray studiedfine arts.
When apolitical state starts to implement restrictions on the profession, there are issues related to the rights of established self-taught architects. In most countries the legislation includes agrandfather clause, authorising established self-taught architects to continue practicing. In the UK, the legislation[25] allowed self-trained architects with two years of experience to register. In France,[26] it allowed self-trained architects with five years of experience to register. In Belgium,[27] the law allowed experienced self-trained architects in practice to register. In Italy,[28] it allowed self-trained architects with 10 years of experience to register. In The Netherlands, the "wet op de architectentitel van 7 juli 1987" along with additional procedures, allowed architects with 10 years of experience and architects aged 40 years old or over, with 5 years of experience, to access the register.[29]
Theoretical research such asArchitecture of Change, Sustainability and Humanity in the Built Environment[30] or older studies such asVers une Architecture fromLe Corbusier describe the practice of architecture as an environment changing with new technologies, sciences, and legislation. All architects must be autodidacts to keep up to date with newstandards,regulations, ormethods.
Self-taught architects such asEileen Gray,Luis Barragán, and many others, created a system where working is also learning, where self-education is associated withcreativity andproductivity within a working environment.
While he was primarily interested innaval architecture,William Francis Gibbs learned his profession through his own study ofbattleships andocean liners. Through his life he could be seen examining and changing the designs of ships that were already built, that is, until he started his firmGibbs and Cox.
The role of self-directed learning continues to be investigated in learning approaches, along with other important goals of education, such as content knowledge, epistemic practices and collaboration.[31] As colleges and universities offerdistance learning degree programs and secondary schools providecyber school options for K–12 students, technology provides numerous resources that enable individuals to have a self-directed learning experience. Several studies show these programs function most effectively when the "teacher" or facilitator is a full owner of virtual space to encourage a broad range of experiences to come together in an online format.[32] This allows self-directed learning to encompass both a chosen path of information inquiry, self-regulation methods and reflective discussion among experts as well as novices in a given area. Furthermore,massive open online courses (MOOCs) make autodidacticism easier and thus more common.
A 2016Stack Overflow poll[33] reported that due to the rise of autodidacticism, 69.1% ofsoftware developers appear to be self-taught.
Some notable autodidacts can be broadly grouped in the following interdisciplinary areas:
a self-taught person
a person who has learned a subject without the benefit of a teacher or formal education; a self-taught person.
a person who teaches himself or herself, rather than being taught by a teacher
A self-educated person has obtained knowledge or skills by themselves rather than being taught by other people
educated by your own efforts (such as by reading books) rather than in a school
[T]he essence of ubuntugogy is that it is imperative and urgent for African educators to be concerned about broader education as well as training and to be concerned about approaches to learning and teaching which are undergirded by humanity or fellow feeling toward others.
Ubuntu rejects this modernistic and atomistic individualism since it overemphasizes the seemingly solitary aspects of human existence at the expense of the communal aspects and interests. It also rejects Western-style collectivism which views society as a collection of separately existing and detached individuals or small groups. Ubuntu views the individual in terms of his or her relationship with others; individuals only exist only in and through their relationships and bonds with others.
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Quotations related toAutodidacticism at Wikiquote
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