Welcome to the InfoSci Platform
Reference Hub2
Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation

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

Viktor Wang, Patricia Cranton
Copyright: © 2013 |Pages: 14
ISBN13: 9781466642492|ISBN10: 1466642491|EISBN13: 9781466642508
DOI: 10.4018/978-1-4666-4249-2.ch008
Cite Chapter Cite Chapter

MLA

Wang, Viktor, and Patricia Cranton. "Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation." Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, IGI Global, 2013, pp. 134-147. https://doi.org/10.4018/978-1-4666-4249-2.ch008

APA

Wang, V. & Cranton, P. (2013). Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation. In V. Wang (Ed.), Handbook of Research on Teaching and Learning in K-20 Education (pp. 134-147). IGI Global. https://doi.org/10.4018/978-1-4666-4249-2.ch008

Chicago

Wang, Viktor, and Patricia Cranton. "Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation." In Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, 134-147. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4249-2.ch008

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.