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Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation

Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation
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Author(s): Viktor Wang (Florida Atlantic University, USA)and Patricia Cranton (University of New Brunswick, Canada)
Copyright: 2013
Pages: 14
Source title: Handbook of Research on Teaching and Learning in K-20 Education
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-4249-2.ch008

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Abstract

This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners’ transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students’ diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.

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