ABSTRACT
This chapter examines the learning approaches developed out of the philosophies that have particular implications for learning at individual level. These approaches include andragogy, self-directed learning, experiential learning and critical reflection, as well as 'transformational' and 'emancipatory' learning. Although andragogy is a term usually associated with adult learning, it is perhaps more accurate to think of it as student-centred rather than teacher-centred learning. The concept of self-directed learning, which is implied in some form or another in the models just discussed, can be a rather broad one, given its similarities and overlap with other forms of learner-driven activity. While the issue of transformational learning has been approached from a number of viewpoints, the focus in this chapter will be on those that have particular relevance for organizational contexts and for learning at the individual level. According to Mezirow, transformational learning is about refining one's perspectives in the light of new experiences, making them more inclusive of the new information.
