A Critical Theory of Adult Learning and Education

TLDR

Adult learning is conceptualized through Habermas-inspired domains, each with distinct interpretive categories, inquiry methods, and educational goals, with perspective transformation identified as the uniquely adult domain. The paper proposes a Charter for Andragogy. The authors analyze perspective transformation by examining reification and reflectivity as key mechanisms. The study discusses how a critical theory informs self-directed learning and adult education.

Abstract

Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of perspective transformation is elaborated with particular focus on the function of reification and of reflectivity. Implications of a critical theory for self-directed learning and adult education are explored. A Charter for Andragogy is suggested.