Adult Education as a Field of University Study

Abstract

This paper identifies pressures which have stimulated or inhibited the development of adult education as a field of university study. It discusses several intellectual traditions of adult education and two of the most influential theoretical frameworks which have been used to create a sense of unity and direction for the field. It then goes on to examine in greater detail the pressures driving adult education towards a narrow technocratic and functionalist interpretation of its role, and concludes by arguing that it is vital that those involved take steps to counter these pressures.