Abstract

This chapter reveals the heuristic potential of recognition theory in studying adult education. We argue that (adult) education in modern knowledge-intensive societies should be regarded as a separate sphere of recognition and a pathway to recognition. The chapter demonstrates that the analysis of adult education requires taking into account both aspects of recognition—recognition as a matter of self-realisation and identity formation (Honneth) and recognition as a matter of justice (Fraser). The empirical study focuses on one aspect of the complex relationship between recognition and adult education—the influence of participation in non-formal adult education on individuals’ subjectivity, measured with their self-confidence.KeywordsRecognitionAdult education as a sphere and pathway to recognition

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