Abstract
The first part of this article analyzes the concept of autonomy in what is called autonomous or self-directed learning within the following areas: pedagogical setting, teacher-learner relationship, and learning activity. The second part consists of a critical examination of that concept of autonomy which emphasizes the role of adults as agents of their own education, free from dependence upon conventional forms of knowledge and traditional pedagogical methods. The conciliatory view of the third part includes in its definition of the autonomy of the learner, besides independence and the will to learn, an awareness of the process of learning and existing norms as well as an ability to make critical judgements.
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