The document discusses several key topics in adult education theory, including postmodern pedagogy, rejecting hegemonic systems, facilitating culture change through adult education, diffusion of power in the classroom, and Freirean concepts of conscientization and praxis. It addresses positioning adult education as a means for social action and community transformation in order to make society more equitable and participatory for all. The document presents questions at the end around addressing issues of racism, prejudice and discrimination to ensure adult education is accessible to all.

1. New Discourses Shaping
Contemporary Adult Education
o Specific aspects of adult education according to Merriam and
Grace;
o There is no one specific, primary overarching theory of adult
education;
o Main point of Part Five of The Jossey-Bass Reader on
Contemporary Issues in Adult Education;
o Reflective practitioners must examine their informal theorizing
and engage in comparative analysis;
o Our invitation to Part Five.

2. Chapter 28:
Toward a Modern Pedagogy
o Postmodern pedagogy – adulthood and how to achieve this
stage of life
o The social position that must be rejected – Apple and the
stratification of society, we must see that this is happening
and become participatory in our thoughts and discussions,
rather than literal – we must question and reject this system
(Foucault);
o The hegemonic system must be rejected in our postmodern
world.

3. Four Positions that Must Be Rejected
o The first position that must be rejected;
o The second position that must be rejected;
o The third position that must be rejected;
o The fourth position that must be rejected.

4. Postmodern Knowing
o Placing Chapter 28, “Toward a Postmodern Pedagogy” as the
first chapter of our discussion;
o Adult education as a contributor to adulthood;
o How can adult education facilitate a change in our culture to
help expedite and advance the maturing of our society?

5. The death of the teacher, the subversion of the
student, and the diffusion of power
o No longer is the teacher expected to occupy the central focus
of the adult classroom.
o No longer is the student expected to accept the primary
position of the teacher as the central focus of the adult
classroom.
o The diffusion of power in the postmodern era

6. Toward a Postmodern Pedagogy
o A postmodern pedagogy argues certain precepts, which
include:
a) ideological context;
b) the many perspectives in which learners engage;
c) stop fantasizing about autonomous fixed learning;
d) seek to collectively construct knowledge.

7. Chapter 26:
Attending to the Theoretical Landscape of Adult
Education
o Chapter 26 – Attending to the theoretical landscape of adult
education: the functioning of the brain in adulthood;
o https://www.youtube.com/watch?v=jmxjV2lb1a0
o Our brain and Bohm;
o Impact of technology on the loss of participatory thought
versus literal thought;
o Critical personal narrative and collaborative learning.
o Does theory travel?

8. The Theoretical Landscape of Adult
Education
o Theoretical landscape;
o Bohm and the importance of dialogue;
o Apple on learning and making world better;
o Goleman and emotional competencies.

9. Chapter 27:
o Culture jamming

10. Chapter 27
o Culture jamming

11. Chapter 27
 Chapter 27 – Culture jamming

12. Chapter 29
o Activism as practice

13. Chapter 29
o Activism as practice

14. Chapter 29
o Activism as practice

15. Chapter 30
o Chapter 30 – Freirean pedagogy;
o Just ire – we are justified in feeling angry about the system
that has deceived and controlled us;
o The purpose of adult education is for social education and
social action;
o Youtube video of Friere and the importance of adult
education for social action;
https://www.youtube.com/watch?v=aFWjnkFypFA

16. Chapter 30
o Freiran pedagogy – The Pedagogy of the Oppressed
o Freiran pedagogy – The Pedagogy of the Oppressed
o Just ire – we are justified in feeling angry about the system that has deceived and
controlled us;
o The purpose of adult education is for social education and social action (praxis)
which have “historically been concerned with education for citizenship and social
learning” (Merriam & Grace, 2011, p. 437);
o Social learning is for cultural and community transformation [and] must be part of
a radical praxis; critical social learning focuses on ethics, awareness, agency,
options, decisions, dreams, actions, and possible realities” (Friere, as cited in
Merriam & Grace, 2011, p. 437).

17. Chapter 30
o Freiran pedagogy
o Youtube video of Friere and the importance of adult education for social action;
https://www.youtube.com/watch?v=aFWjnkFypFA
o Freirie’s (1993) concept of conscientization fundamentally involves the concept of
praxis, which is reflection with action. Freire stated “revolutionary praxis cannot
tolerate an absurd dichotomy in which the praxis of the people is merely that of
following the leaders’ decisions” (p. 107). He continued by stating that following
such decisions is merely a reflection of “the prescriptive methods of the dominant
elites. Revolutionary praxis is a unity, and the leaders cannot treat the oppressed as
their possessions” (Freire, 1993, p. 107).

18. Questions at the Conclusion of our
Presentation
o Question 1: What is the primary purpose of Adult Education?
o Question 2: What changes must occur in order that our society will encourage all
adults to participate in Adult Education?
o Question 3: How must our society change in order to make Adult Education
available to every adult?

19. Questions at the Conclusion of our
Presentation
o Question 1: In light of Adult Education for all adults in our society, how are we
addressing the problems of racism, prejudice, and discrimination so that education
is open to all adults?
o Question 2: What are one or two active steps you could take to help resolve the
problem of racism, prejudice, and discrimination in your own occupational,
thereby seeing that Adult Education is available and open to all adults?

20. o Conclusion

21. o Conclusion

22. References

23. References