Philosophy and the Adult Educator

Abstract

This issue of Adult Learning is devoted to our philosophies of practice. How we, as teachers, facilitators, program planners and managers, operationalize our knowledge of practice through our values and beliefs that help to shape it. Elias and Merriam's seminal work (1980, 1995), Philosophical Foundations of Adult Education, provided us an understanding of six enduring philosophical traditions that have predominated in field of adult education. Five of these perspectives emerged from experience of learners and teachers as distinct systems of educational thought early in last century, with antecedents well into prior centuries. They withstood test of time, and continue to serve us well. Yet, as we embark on a new millennium, new ways of conceptualizing our reflections on practice and fresh philosophical views growing out of contemporary experiences and theories are rapidly gaining adherents among adult educators. This article addresses where we have been and where we are going philosophically A review of five adult education philosophies from Elias and Merriam's work will be followed by a brief discussion of contemporary questions about philosophy and practice, and finally, author will offer an orientation to articles that follow in this issue. Analytic philosophy in adult education, also addressed by Elias and Merriam, is not discussed here. While important to field, analytic tradition constitutes a process of clarifying and justifying language and concepts used in discipline, rather than being a distinct system of educational values, beliefs and practices. Liberal Adult Education Liberal adult education is oldest and most enduring of educational philosophies with roots in classical Greek philosophy Liberalism emerged as predominant educational philosophy of Western world and came to be a traditional standard against which alternative systems of thought developed. Liberal education emphasizes development of rational, intellectual powers and transmission of organized content knowledge through disciplinary study Additionally, learning is necessarily broad, seeking to produce cultured, educated person. According to Elias and Merriam, liberal education produces a person who is literate in broadest sense--intellectually, morally spiritually and aesthetically (p. 26). Pedagogically, adult education has traditionally placed importance on role of educator as an expert, a subject-matter authority whose function it is to transmit a fixed body of knowledge to learner. Control of teaching-learning transaction is unquestionably prerogative of teacher. Study, reflection and consumption of authoritative knowledge have characterized learning. In recent years we have experienced a resurgence of this philosophy through popularity of Paideia method, which emphasizes a discussion technique through curriculum-based seminars. Progressive Adult Education No other philosophical perspective has held as great an influence on field of adult education as progressive. Several features, suggested by Elias and Merriam (1995), characterize this perspective and practice, including a holistic view of education as both lifelong and life-wide, encompassing all aspects of living and learning. Further, progressivism emphasizes centrality of learner's experience, and practical, problem-solving methods. The progressive educator serves principally to facilitate learning processes by organizing, guiding and evaluating learning experiences while engaged in such experiences him or herself; though not fully egalitarian, teacher and learner relationship is codependent and collaborative. According to Dewey (1916), the less consciousness there is, on either side of either giving or receiving instruction, better (p.160). Finally, progressives view adult education as an instrument of social development. …