The contribution of critical theory to our understanding of adult learning

Abstract

Jürgen Habermas's works help us to think imaginatively about knowledge, learnining, and the human condition. Many adult educators draw on his ideas to provide them with and ideal standard for their education practice and a deep understanding of the cardinal purpose of the adult education vocation.

Well‐being and happiness: critical, practical and philosophical considerations for policies and practices in lifelong learning

“…Habermas (1971) argues knowledge has three constitutive approaches; technical-rational, practical-hermeneutic (humanistic) and emancipatory (critical). Welton (1993) suggests these categories provide insights into different approaches within education. The technical approach focuses on knowledge needed to understand and manipulate the environment, is often linked with positivist or scientific approaches to learning and is often manifested through skills development or workplace training.…”

The development of moral judgment and organization of ethical knowledge in final year physical therapy students

“…The transformation of the previous understanding entails new learning which is integrated experientially into both existing knowledge and reasoning frameworks. 17,18,22,23 Our observation of online discussions had led us over time to propose that the learning process (outlined in Fig. 1) may occur at different points in the 6 week curriculum for various Figure 1 Use of cases, guided reflection and gradually introduced ethical theory to promote transformative learning.…”

“…24 Importantly, this kind of experiential learning, although given exposition by Mezirow in the context of individual learning, has strong theoretical links to social change and action of an emancipatory nature, via its critical social theory underpinnings. 20,23,25 Learning, therefore, is not restricted to the personal domain but it is inextricably related to larger social, political and environmental contexts 14,19,26 as well as moral action. 12,27 The notion that 'transformative learning' (as meaningful learning) derives from the interpretation of experience and leads to an integration and organization of new knowledge 22,28,29 thus provides further rationale and method, not only for the pedagogical strategies underlying our ethics curriculum but also the two investigative foci of this study: the development of moral judgment (or ethical reasoning ability) and change in organization of ethical knowledge in these final year physical therapy students following participation in this 6 week course.…”

Table of Contents

“…Cockrell, Caplow, and Donaldson (2000, p. 360) regard collaborative groups as promoting discourse that "enculturates students into communities of practice and develops ownership of knowledge linked to the language of the discipline." Mutual support helps these students express their commonalities and differences as they make sense of their individual and collective experiences (Newman, 1994;Welton, 1993). Mutual support helps these students express their commonalities and differences as they make sense of their individual and collective experiences (Newman, 1994;Welton, 1993).…”