Within the past two decades, mainstreaming culture in education has taken centre stage in Africa. This development has been facilitated by the fact that western education introduced in Africa during the era of colonialism marginalised indigenous knowledge systems. Although since independence African governments have made several attempts to reform education in order to make it more culturally relevant and responsive to the needs of Africans, the education system in Africa continues to reflect western values and knowledge sources. Non-western knowledge production sources continue to be neglected in universities in Africa. This paper discusses the philosophy behind the establishment of university-based adult education in Ghana and its trajectory since its establishment. The paper argues that although adult education is dynamic and transformational, there is a need to incorporate indigenous sources of knowledge. The paper proposes that cultural action models such as communalism and spirituality should be incorporated into the teaching of adult education.