Can Critical Theory Save Adult Education from Post-Modernism?

Authors

  • Matthias Finger Syracuse University

DOI:

https://doi.org/10.56105/cjsae.v5i0.2321

Abstract

This article is written for adult educators who have become intrigued by the increasing amount of discourse and publications in our field, promoting "critical theory", "critical pedagogy", "critical adult education", "critical thinking" and the like. The aim of the article is to offer an interpretive framework which makes sense out of this trend towards the "critical". The recent controversy between critical theorists in philosophy, education generally and particularly adult education, and post-modernism will be used here as the background against which this trend towards the critical can not only be understood, but moreover should be evaluated.

Résumé

Cet article s'adresse aux éducatrices et aux éducateurs d'adultes dont la curiosité a été piquée par le nombre croissant de discours et de publications qui ont fait lew les concepts de «théorie critique», de «pédagogie critique», d'«éducation des adultes à la critique*, de «pensée critique», etc. Le but de l'article est de fournir un cadre interprétatif susceptible de mieux faire comprendre ce courant axé sur la notion de «critique». La récente controverse—que ce soit en philosophic, en éducation ou plus spécifiquement en éducation des adultes—entre, d'une part la théorie critique et, d'autre part, le post-modernisme, est utilisée ici comme toile de fond à partir de laquelle ce courant axé sur la notion de «critique» peut non settlement être compris mais devrait également être évalué.

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Published

1991-01-01

How to Cite

Finger, M. (1991). Can Critical Theory Save Adult Education from Post-Modernism?. Canadian Journal for the Study of Adult Education, 5, 133–134. https://doi.org/10.56105/cjsae.v5i0.2321

Issue

Vol. 5 (1991): Special issue: Critical Social Theory and Adult Education

Section

Articles

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