ABSTRACT
Educators and researchers may find it helpful to consider the role of pseudoautonomy in the lives of adults as they learn in formal, non-formal, and informal settings. Twenty-five years ago, in the book Self-Direction for Lifelong Learning, Australian Philip C. Candy (1991) concluded that thinking and acting autonomously were important characteristics of adult life, and that adult educators considered the facilitation of learner autonomy to be an important part of their work. Candy conceptualized learner autonomy as a readiness to self-direct thought, action, and learning in specific situations.
