Cuatro formas de entender la educación de personas adultas

Abstract

This article deals with the existence of two stages differentiated clearly in the scope of the adult education. The first stage, denominated “prescientific”, is determined by the absence of investigations in the educative field. After World War II, an increasing interest by this field of knowledge is appraised. In this second stage, more scientific, the adult education, like other social scopes, will have to face same epistemological problems on the different ways to construct the knowledge. Key words: adulthood, experience, positivism, humanism, awakening.