Experience in Adult Education
A post-modern critique
Bibliographic Data
| ID | 11952042 |
|---|---|
| Authors | Robin Usher (corresponding author) |
| Year | 1992 |
| Volume | 26 |
| Issue | 2 |
| Pages | 201-214 |
| Publication date | 1992-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-9752.1992.tb00281.x |
| OpenAlex | W2111398942 |
| Language | EN |
| Citations received | 6 |
| References cited | 12 |
The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult education in a misleading, inappropriate and unhelpful way. A postmodern perspective drawing on Continental philosophy is utilised. The ‘situated’ subject provides a conception of subjectivity and experience which preserves a needed dimension of agency whilst avoiding psychologism and individualism
Adult education · Agency (philosophy · Epistemology · Experiential learning · Higher education · Humanism · Individualism · Pedagogy · Philosophy of education · Postmodernism · Psychologism · Situated · Sociology · Subject (documents · Subjectivity · Adult and Continuing Education Topics · Diverse Education Studies and Reforms · Philosophy · Philosophy, Ethics, and Existentialism · Psychology
| Citations per year | 0.19 |
|---|---|
| Citation span | 1994 - 2010 (17) |
| Highly cited | No |