1. Cyril Houle’s
The Inquiring Mind, 1961
• Examined 22 cases of men and women who engaged in
continuing learning
• Wanted to find out
• Why?
• How they perceived themselves?
• How they were perceived by others?

2. Commonalities
• Perceived by others as “deeply engaged in
learning”
• Perceived learning as important
• All had goals to achieve
• All found learning enjoyable / significant
• All believed learning worthwhile for its own sake

3. Differences
• Varied in major purpose or values of continuing education
Goal
Oriented
Activity
Oriented
Learning
Oriented

4. Goal
Oriented
Education was a means of
accomplishing clear-cut objectives
 Learning in episodes
 Always purpose-driven
 Not restricted to one institution or
one method
 Expressed desire to “keep minds
active”
 Reading focused on well-defined
interests

5. Found meaning in learning activity
unrelated to content or stated
purpose
• Course-takers in search of social
contact
 Socially acceptable place for meeting
others/making friends
 Most not big readers
 Some escaping from personal
problems or unhappy relationships
Activity
Oriented

6. Seek knowledge for its own sake as
a constant activity
• Preoccupied with lifelong learning -
“driven”
 An “itch” to learn
 Avid readers since childhood
 Each educational experience has a
goal, but the total pattern is one of
continuous participation
Learning
Oriented

7. Others’ Perceptions
• Effect of marriage /close relationships
• 2/3 believed efforts were disparaged
• Parents never a neutral influence
• Effect of public libraries, teachers
• Effects learners have on friends