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ERIC Number: ED312391
Record Type: Non-Journal
Publication Date: 1989-Oct-4
Pages: 10
Abstractor: N/A
Reference Count: N/A
Lifelong Learning: A Phenomenology of Meaning and Value Transformation in Postmodern Adult Education.
Stanage, Sherman M.
A brief phenomenology of meaning and values must be addressed by any theory of adult learning and by any theory of lifelong learning. These phenomena are characterized essentially by process, change, and alteration. However, these processes, changes, and alterations are not linear, modular, or determinable and predictable. These phenomena are transformations in meaningfulness and valuation that are central and pivotal to those vital perspectives sometimes called "second chance" opportunities for adult learners. These opportunities are frequently viewed as crises; however, the phenomena of transformations of meaningfulness and valuation must be interpreted in a vastly different way when they are examined through a postmodern perspective. Postmodernism articulates noncausal reasoning and argument, distinguishes between originations and beginnings, and claims that although it might be possible to trace out originations, it is not possible to establish firm, absolute, and causal-foundational beginnings. There are many postmodern strains in adult education, including: (1) the problem of defining adult education; (2) the problem of whether adult education is a discipline; (3) the problem of explanation versus understanding; (4) the definition of "person"; and (5) the problem of foundationalism. The presentation of adult education as postmodern adult education is a thought experiment, a research project in the mode of abductive reasoning. Can this method of presentation help educators to see adult education with new meaning, as transformative and empowering? (KC)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A