Volume : 10, Issue : 6, JUN 2024

HIGHER AND ADULT EDUCATION

KUMARI SEEMA

Abstract

The purpose of this paper refers to the role of critical thinking in higher education. This conceptual paper was to propose an ultimate goal and purpose for the field and practice of adult education. Scholars claim that enhancing reflective processes should be the benchmark of student education. A literature search was conducted to delineate historical philosophies of education the inform the current state of education, including adult education.

Combing professional with the development of the ability to think critically. According to this thought we argue that adult education and higher education have many common points of interest. Furthermore, building upon the rudiments of adult education extant an end goal for the field is presented. The conceptual proposal emphasizes the critical need for the pursuit of foundational truths in the human experience. This is akin to notions of essentialism and perennials. This paper contends that adult education can significantly assist humanity by duly preparing adults to more effectively, efficaciously, realistically and wisely interface the epochal markers in earthly existence.

Thus, In order to commence such a litany of admirable traits in adulthood, it is proposed that adult education must involve itself in the business of acquiring and propagating information that leads to, and logically yields that which is right, virtuous and timelessly true. This paper analyzes and summarizes the current situation of adult education research in recent years and hopes to play a certain reference role in exploring and solving the problems existing in the current domestic adult education, so as to make the domestic adult education develop towards a more healthy and sustainable direction .

According to this thought we argue that adult education and higher education have many common points of interest. Therefore, it would be very useful if specific adult education techniques could be applied in universities. An implementation performed in university of Patrai of a contemporary method from adult education field supports this idea. We argue that the application of methods such as “Transformative Learning through Aesthetic Experience” is effective within the students education framework and cultivate critical thinking.

Article : Download PDF

Cite This Article

-

Article No : 4

Number of Downloads : 115

References

Apps, J. W. (1973). Toward a working philosophy of adult education. Syracuse, NY:

Publications in Continuing Education and ERIC Clearinghouse on Adult Education.

Baltes, P. B., & Smith, J. (1990). Toward a psychology of wisdom and its ontogenesis. In

1. J. Sternberg (Ed.), Wisdom: Its nature, origins, and development. Cambridge,

MA: Harvard University Press.

Bergevin, P. (1967). A philosophy for adult education. New York: The Seabury Press.

Binswanger, L. (1946). The existential analysis school of thought. In R. May, E. Angel

and H. F. Ellenberger (Eds.), Existence. New York: Basic Books.

Binswanger, L. (1963). Being-in-the-world (translated by J. Needleman). New York:

Basic Books.

Boud, D., Keogh, R., & Walker, D. (Eds.). (1985). Reflection: Turning experience into

learning. New York: Kogan Page.

Broudy, H. S., & Palmer, J. R. (1965). Exemplars of teaching method. Chicago: Rand

McNally.

Brubacher, J. S. (1962). Modern philosophies of education. New York: McGraw-Hill

Book Company, Inc.

Cunningham, P. M. (1988). The adult educator and social responsibility. In R. G.

Brockett (Ed.), Ethical issues in adult education. New York: Teachers College

Press.

Daloz, L. A. (1988a). Beyond tribalism: Renaming the good, the true, and the beautiful.

Adult Education Quarterly

Daloz, L. A. (1988b). The story of gladys who refused to grow: A morality tale for

mentors. Lifelong Learning: An omnibus of practice and research.

Dewey, J. (1933). How we think. Lexington, MA: Heath.

education, philosophy of. (2006). In Encyclopædia Britannica. Retrieved June 8, 2006,

from Encyclopædia Britannica Premium Service: http://www.britannica.com/

eb

Ely, M. L. (Ed.). (1936). Adult education in action. New York: American Association for

Adult Education.

Erikson, J. M. (1988). Wisdom and the senses: The way of creativity. New York: Norton.

Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.

Grattan, C. H. (1955). In quest of knowledge: A historical perspective on adult education.

New York: National Board of Young Men's Christian Association.

Harper, R. (1955). Significance of existence and recognition for education. In Nelson B.

Henry (Ed.), Modern philosophies and education. Chicago: National Society for

the Study of Education.

Heaney, T. (1995, June 20). Issues in Freirean Pedagogy. Thresholds in Education.

Retrieved June 5, 2006, from http://www3.nl.edu/academics/cas/ace/

facultypapers/ThomasHeaney_Freirean.cfm

Houle, C. O. (1972). The design of education. San Francisco: Jossey-Bass Inc.

Jarvis, P. (1985). The sociology of adult and continuing education. London: Croom

Helm.

Jarvis, P. (1987). Adult learning in the social context. London: Croom Helm.

Kant, I. (1990). Critique of pure reason (translated by J. M. Meiklejohn). Amherst, NY:

Prometheus.

Knowles, M. S. (1950). Informal adult education. New York: Association Press.