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thesis, it has acquired even greater significance. Clearly I had a need. I also had some priorknowledge, if only in terms of the syllabus for the course. For the first time on this occasion, Iwas able to exploit a virtual network - the internet - to solve the need. Moreover, it was the"what if?" questions that from flowed from this moment that were most significant. I wondered,"what if...?" Kant's Critique of Pure Reason was also available; "what if...?" the Bible was alsoavailable and so on. Thus, I began to apply this new knowledge in the context of research anddiscovery of a range of online sources.The emerging framework for auto/pedagogy was once described as being like a bean-growers'scaffold with its feet firmly planted in the metaphorical ground of the literature and thenreaching up to converge at an apex. The term 'scaffold' has been deliberately used here to locatethe work back to the constructivist insights of Vygotsky (1954, 1978), so important tounderstandings of pedagogy in the 21st Century. It is possible to argue that it is at that apex thatlearning occurs. This in keeping with the zone of optimal auto/pedagogy as indicated in figure12. To show this graphically, the next diagram is offered:Figure 20: Bean grower's framework180Simon Hughes Ph.D. Thesis (October 2012)