In the period of 1960s, increased concentration was focused on the reason and ways behind the learning of adults. The notion of SDL was stated to arise during this specific period of time. It requires to be stated in this context that this particular notion was traced back to the period of 1961. It was during this year when the typology related to goal, compass readings related to the activity as well as learning within the adults were structured by Houle (1961). The purposes and activities related to learning with regard to numerous adult learners was delineated by Houle (1961) who had selected to chase their respective process of learning without the need and requirement of institutional encouragement with respect to affiliation. This particular aspect called for the attention of further assessment during that particular time period. During the period of 1980s, Knowles (1980) re-narrated the development of SDL with the suggestion of an idea called “andragogy” which was widely referred as the ability and science related to assisting adults for learning. This particular notion was considered in comparison to all the prevalent theories related to learning during that definite phase of time and which were supposed to be reliant on the facet of pedagogy. Pedagogy referred to the science as well as the art related to providing assistance to the child learners. This was again considered to be dependent on five basic suppositions regarding the adult learner. The initial supposition stated that the self-concept with regard to an adult was observed to shift from the perception related to dependent personality towards a self-directing individual with maturity. The other...
This paper approves that an individual concerned with the process of SDL was found to indulge alone in that activity, but from the explanation of the concept in the literature, it has been found that individuals seldom indulge themselves in the process alone. The other paradox has been stated regarding the process of SDL referring it to be something that was usually carried out remotely from the formally structured activities which was found to be guided by other individuals. The process related to SDL was not regarded as a lone act which was capable of carrying out alone by any individual. The foremost scholars with regard to this particular subject comply with the fact of SDL being a relational activity or behavior but the relevant literature was considered to be heavily inclined towards the fact of SDL being an individualized behavior.
This paper makes a conclusion that the above discussion helps in providing a lucid comprehension regarding the concept of SDL and adult learning. It has been mentioned with regard to this notion that majority of the activities related to learning is believed to be triggered and promoted with the help of a learner’s inventiveness irrespective of its availability with the aid of formal settings. Furthermore, the concept of SDL was found to be perceived as a particular structure of study where individuals are supposed to possess the principal responsibilities with regard to planning, practicing and also assessing the endeavors related to adoption of the skills associated with learning. Certain paradoxes as well as contradictions were however identified in this regard, but the degree of significance and viability of SDL still cannot be completely refused.