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This article encompasses the theoretical motivation for a proposed self-directed learning (SDL) theory by means of a literature review of SDL and the presentation of the anticipated theory/model. Over the previous decades, SDL has been an active area of inquiry in adult education and learning. Several efforts have been made to construct models/theories so as to assist in elucidating the notion and foundations of SDL. Therefore, for purposes of this article the author will present another conceptual model and description/definition of SDL to bring to the fore the intricacy of SDL, based on my enhanced understanding. This model proposes yet another understanding of SDL.

Charlene du ToiT-BriTs is 'n medeprofessor in Kurrikulumstudies, Filosofie en Navorsings metodologie by die NoordwesUniversiteit. Vir die afgelope 13 jaar is sy betrokke by die opleiding van onderwysers aan die NWU se Fakulteit Opvoedkunde se Afstandsonderwysprogramme en Voltydse onderwysprogram me, waar sy intensief betrokke was by die ontwerp van verskeie programme vir indiens opleiding van hoofde, onderwysers en voor graadse onderwysstudente in verskeie vakspe sialiteite, Kurrikulum Studies, Vergelykende Opvoedkunde en Navorsingsmetodologie. Haar navorsing handel oor verskeie aspekte in Af standsonderrig, Selfgerigte Leer binne onder wysopleiding asook om selfgerigte leer onder onderwysers en skoliere te bewerkstellig. Sy het ook al verskeie artikels vir akademiese joernale geskryf en MEd en PhD studente binne die genoemde vakspesialiteite afgelewer. Charlene du ToiT-BriTs is an associate professor of Curriculum Studies, Philosophy and Research Methodology at the NorthWest University. For the past 13 years she has been actively engaged in the training of teachers at the NWU Faculty of Education in their Distance Education Programmes as well as Full Time Education Programmes where she has been actively involved in designing different academic programmes for inservice training of principals, teachers and education students in various subject specialities, Curriculum Studies, Comparative Education and Research Methodology. In her research she is concerned with various elements of Distance Education, SelfDirected Learning within teacher education, as well as promoting selfdirected learning for teachers and school learners. She has published several articles in various journals; and she has supervised several Masters and PhD students in the above subject specialities.

The focus of this article is to discuss the requirements of the 21st century for teachers' curriculum as praxis. It is evident from the literature that the 21st century is quite different from the previous centuries, in that learners have to be prepared for ongoing, unpredictable and rapid changes that also influence the knowledge that are relevant for the 21st century. The ongoing dynamics influencing education also implicate the curriculum and the requirements for teachers regarding the ways in which they could be teaching to prepare learners for the 21st century. Educational and curriculum changes are philosophically underpinned, leading to changes in the requirements of the 21st century for teachers' curriculum as praxis. In this article, we argue that if teachers could adapt their curriculum practices to become more praxis-oriented, this would assist them in utilizing the requirements of the 21st century effectively for their curriculum as praxis.