Skip to main content
Taylor & Francis Group Logo
    Advanced Search

    Click here to search products using title name,author name and keywords.

    • Login
    • Hi, User  
      • Your Account
      • Logout
      Advanced Search

      Click here to search products using title name,author name and keywords.

      Breadcrumbs Section. Click here to navigate to respective pages.

      Book

      The Passion to Learn
      loading

      Book

      The Passion to Learn

      DOI link for The Passion to Learn

      The Passion to Learn book

      An Inquiry into Autodidactism

      The Passion to Learn

      DOI link for The Passion to Learn

      The Passion to Learn book

      An Inquiry into Autodidactism
      Edited ByJoan Solomon
      Edition 1st Edition
      First Published 2005
      eBook Published 28 August 2003
      Pub. Location London
      Imprint Routledge
      DOI https://doi.org/10.4324/9780203329108
      Pages 240
      eBook ISBN 9780203329108
      Subjects Education
      Share
      Share

      Get Citation

      Solomon, J. (Ed.). (2005). The Passion to Learn: An Inquiry into Autodidactism (1st ed.). Routledge. https://doi.org/10.4324/9780203329108

      ABSTRACT

      This is the first book to provide a detailed overview and analysis of autodidactism, or self-education. Autodidacts' strong preference for teaching themselves is likely to manifest itself, in childhood, as a pronounced resistance to formal schooling. However, in later life, an autodidact's passion for learning will emerge as they participate in open or distance learning or even take responsibility for devising, structuring and following their own programme of education.
      Beginning and ending with comprehensive and stimulating discussions of learning theories, The Passion to Learn includes fourteen case studies of autodidactism in informal learning situations, all written by authors with specialised knowledge. These wide-ranging case studies reflect the inherent diversity of autodidactism, yet four common themes emerge: emotional/cognitive balance; learning environment; life mission; and ownership of learning. The final chapter addresses the implications of autodidactism for educational theory, research, philosophy and psychology.
      This inquiry into autodidactism provides fresh insight into the motivation to learn. It shows how closely cognition, emotion and sensory perception act together in learning processes and draws upon memory studies, neurobiology, complexity theory and philosophy to illuminate the findings. At a time when such issues as participation in education, lifelong learning and alternative, non-formal modes of teaching and learning are in the forefront of international educational discourse, this fascinating, inspiring and timely book will be of great interest to anyone involved in the practice or policy of teaching and learning.

      TABLE OF CONTENTS

      chapter |2 pages

      Introduction

      chapter 1|20 pages

      Theories of learning and the range of autodidactism

      ByJOAN SOLOMON

      chapter 2|8 pages

      Are autodidacts creative?

      ByMARGARET BODEN

      chapter 3|12 pages

      Children in an interactive science centre

      ByHELEN BROOKE, JOAN SOLOMON

      chapter 4|8 pages

      Do autodidacts have EBD?

      ByPAUL HOWARD

      chapter 5|10 pages

      Homo Ludens

      ByROBIN HODGKIN

      chapter 6|10 pages

      Learning to be a genetic counsellor

      chapter 7|12 pages

      Apprenticeship and lifelong learning

      chapter 8|12 pages

      Learning autonomously to be a primary mary teacher of science

      chapter 9|8 pages

      The scientist as autodidact

      ByJOHN ZIMAN

      chapter 10|10 pages

      The autodidactic museum in France and other countries

      ByPAUL CARO

      chapter 11|8 pages

      The useful arts

      ByTIM HUNKIN

      chapter 12|12 pages

      Indian market women and their mathematics

      ByANITA RAMPAL

      chapter 13|12 pages

      How does resource-based learning help the self-directed learner?

      ByEILEEN SCANLON

      chapter 14|12 pages

      Learning through project work at the University of Roskilde

      ByALBERT PAULSEN

      chapter 15|6 pages

      A long life of learning

      ByJACK DIAMOND

      chapter 16|18 pages

      Common features

      ByJOAN SOLOMON

      chapter 17|22 pages

      Useful theories, great and small

      ByJOAN SOLOMON
      T&F logoTaylor & Francis Group logo
      • Policies
        • Privacy Policy
        • Terms & Conditions
        • Cookie Policy
        • Privacy Policy
        • Terms & Conditions
        • Cookie Policy
      • Journals
        • Taylor & Francis Online
        • CogentOA
        • Taylor & Francis Online
        • CogentOA
      • Corporate
        • Taylor & Francis Group
        • Taylor & Francis Group
        • Taylor & Francis Group
        • Taylor & Francis Group
      • Help & Contact
        • Students/Researchers
        • Librarians/Institutions
        • Students/Researchers
        • Librarians/Institutions
      • Connect with us

      Connect with us

      Registered in England & Wales No. 3099067
      5 Howick Place | London | SW1P 1WG © 2022 Informa UK Limited