ABSTRACT
This chapter explains the links between theories of knowledge, approaches to learning and versions of autonomy it may be able to arrive at a better understanding of the ways in which learner autonomy for language learning has developed. It discusses each of the approaches in turn, first in relation to theories of knowledge and learning, and secondly in relation to language and language learning. This chapter also explains how the different versions of autonomy have arisen and what their political implications are. The last part of the chapter outlines what a more political concept of autonomy might mean in practice. It is in this sense that an understanding of relationships between theories of knowledge, philosophies of learning and versions of autonomy can play an important role in determining our own approach as teachers to the issue of autonomy in our own work. The chapter conclude by summarizing how each of the approaches connects up with the issue of learner autonomy.
