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- W84040217 abstract "This article argues that as adult educators we should not be outside the remit of our own theorising. It begins with an earlier effort to construct an ethical grammar to audit the probity of working to change others through adult education. This is situated in terms of contemporary debates about the possibility of truth and certainty in understanding and changing the world. Maintaining the vision of adult education as a transformative force in society while respecting the integrity of our students as co-participants in this process is identified as a pivotal challenge. Constraints on engaging with this challenge are analysed and further resources for turning theory on ourselves are suggested. Introduction Sometime around the mid-1980s, I began to ask questions about the nature of my engagement with adult learners. At that stage, I had been teaching sociology and social philosophy since 1970, initially on the University College, Galway and later the University College, Cork (UCC) extra-mural diploma programmes. I enjoyed it like no other kind of teaching, before or since, in a career that has encompassed primary, post-primary and university levels. The centres were dispersed throughout Connaught and Munster. Arriving at night in often remote locations to meet adults who had committed themselves to threehour sessions, twice-weekly in settings not always most appropriate to or comfortable for adult learning, encouraged a gratifying sense of missionary zeal. Student response was predominantly positive and learners spoke of benefiting in diverse and often surprising ways. To me, the sessions appeared informal and collegial an environment in which ideas were processed and experiences were shared and analysed. So, what was the problem?" @default.
- W84040217 created "2016-06-24" @default.
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- W84040217 date "2008-01-01" @default.
- W84040217 modified "2023-09-24" @default.
- W84040217 title "Turning Theory on Ourselves: Some Resources and Constraints for Adult Educators." @default.
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