The unit is oriented to developing personal growth of the learner and autonomy.  Therefore the unit is based on a learning agreement and the subsequent use of guided reflection throughout the semester by way of a one on one tutorial.

The unit supports students in their development as self-directed learners, capabilities as reflective practitioners; and skills of critical evaluation in their personal and professional development. 

 Learner autonomy has traditionally been underpinned by humanist democratic perspectives (Rogers (1978), Maslow (1968), Knowles (1984), Illich (1971)) and oriented to 'empowerment', self realisation and agency. 

Since environmental or sustainability education aims to support people’s empowerment to be actively engaged in ensuring a quality environment, it is important that the educator experiences an empowerment process and indeed a transformative learning experience..

This unit has been developed on the principle that each professional needs to continuously learn and to reflect on the efficacy of their work and their role in an organisation.

We hope our Masters graduates become leaders in the field, characterised by being able to learn well from experience in order to set new goals, and strategies. Therefore this unit provides an opportunity to develop skills of being critically reflective, self-directed and proactive.  Being reflective demands challenging one’s assumptions and engaging in processes of 'double loop' learning (Argyris and Schon, 1974) and in experiential models of learning (Kolb, 1984).

Kemmis' (1985) sees “reflection is action oriented, social and political and results in praxis (informed committed action). 

Developing capabilities of reflective practice requires the convenor/ tutor to contribute to practice of these skills and to create a relationship of trust through the tutorial process.  These reflective processes provide an opportunity for the environmental educator to focus “attention on the transformative process of learning” that is to become “critical reflective learners able to cope with a rapidly changing world.” (Harvey and Knight, 1966:viii)

As environmental educators we are initiating and mentoring social change and putting in place processes whereby communities can continue to learn, reflect and take the initiative. This is fundamental to stimulating innovation to address the uncertainties that prevail (Ranson 1998).  Schon (1971) expresses this as a 'learning society’ and Dewey (1958) laid the foundations of democracy in education, learning through action and public discourse. Edwards (1998) suggests social learning “requires social formations, organizations and individuals to change, learn to change and change to learn.

Evans (1985) claims: Reflecting on the conditions for...lifelong education has led adult educators to develop a framework for a learning society as a society of learners, using their learning to inform their shaping of the society in which they live and work. It leads to pedagogy which advocates that according the learner the responsibility to participate in shaping the purpose and process of learning is the most effective route to motivation and personal development.

With thanks to Michael Doyle, Education Development Unit, University of Salford for his “A reflexive critique of Learner Managed Learning” which proved useful in delineating the theoretical underpinning of the LML Unit.