Running head: PERSONAL EDUCATION PHILOSOPHY 1

Personal Philosophy of Adult and Higher Education

Ana Krstic

Northern Illinois University

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Personal Philosophy of Adult and Higher Education

The purpose of education should be a creation of a more just society. The path to an

ethical civilization cannot be obtained through education alone. Political, economic, and

philanthropic actions are needed. However, education can be a starting point for all of those

endeavors. A just society requires some semblance of equal opportunities for all citizens. In the

current state of affairs opportunities are determined by race, gender, and perhaps most

importantly: wealth. Our society is impoverished by not utilizing perspectives and abilities of its

racial, ethnic and gender minorities. In order to create a just society liberal education “aims to

produce the good and virtuous person (Elias, 2005, p. 19).”

One consequence of a just society is establishment of safe and happy communities.

Instead of viewing spending on education as a burden, our country has to find ways of disrupting

the industrial-military complex in favor of a community-education complex. Years of militant,

misguided, and expensive foreign policy have robbed the inner cities and rural areas of access to

education.

Paulo Freire (1999) explores a similar phenomenon. He speaks of dehumanization as a

result of “injustice, exploitation, oppression, and the violence of the oppressors (p. 26).” Freire

also exposes the methods oppressors use to keep the status quo:

“The myth that all persons are free to work there they wish, that if they don’t like their

boss they can leave him and look for another job; …the myth that anyone who is

industrious can become an entrepreneur; the myth of the universal right of

education;…the myth of the industriousness of the oppressors and the laziness and

dishonesty of the oppressed as well as the myth of the natural inferiority of the latter and

the superiority of the former (p. 121).”

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In order for education to meet the purpose of a more just society, it is impossible to be

limited by just one philosophy. Initially, the first aspect of these goals is reflected in liberal

philosophy because of their focus on morality. Justice is linked to moral high-ground. However,

to vocalize injustices in our society, we must turn to radical adult education. Freire’s advocacy of

social democracy is invaluable (Elias, 2005, p. 153).

Such noble purposes of education can only be met by exceptional teachers. Humanistic

adult education provides a prescription for self-actualized, fully functioning individuals to act as

facilitators (Elias, 2005, p. 127). Psychologist and educator Carl Rogers has set fort methods for

effective facilitators. First, the facilitator is asked to sets a mood favorable for exchanging ideas.

Next, input should be sought from participants as to why they are undertaking a learning activity.

Throughout the learning process, the instructor must be available to the students as a guide and

also offer other various learning resources. I have been blessed in this regard and I still use

resources showcased by my professors a decade ago. While teaching is taking place, the

professor must listen to participant intellectual and emotional feedback. If only blank stares

abound, something has to change. The facilitator also must share their own feelings and

thoughts with the group. Recognizing their own limitations is perhaps the most important

method a facilitator can employ (Elias, 2005, p. 128). Not one facilitator has all of the answers

that their participants seek. As such, a great learning facilitator is familiar with other services

that their participants will benefit from. These might include academic counseling, mental health

service or a support center for individuals with learning disabilities. This is why

“adjunctification” of adult and higher education is doing a great disservice to students. It is not

plausible to expect educators who are struggling to make ends meet and are constantly traveling

to act as effective facilitators.

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Additionally, measuring outcomes of facilitators in an important facet of education.

Behaviorism’s focus on accountability has value. After the facilitator has set a positive mood

and provided the students with resources, one must take stock of what range of learning has

taken place.

With guidance of an effective facilitator, adult learners have an opportunity to become

engaged in the pursuit of knowledge. Adult learners ought to be mature and self-directing

humans. When the facilitator seeks input, adult learners should not hesitate to share their

experiences. While Malcolm Knowles assumes that adult learners are more focused on

immediate application of their knowledge, one could argue that some adults still enjoy subject

centered learning instead being specifically problem centered (Merriam, 1999, p.272).

In fact, assumptions of andragogy might not be accurate for all adult learners. Some

learners have very utilitarian goals dealing with pursuing a vocational path. Others need a broad

traditional liberal arts education. In either case, student’s lives are improved through both the

process and the outcome of their education. At the very least, adult learners come from different

backgrounds and by interacting with colleagues with dissimilar life experiences they can perhaps

gain appreciations for various worldviews.

As for myself, I employ an optimistic worldview whenever interacting with all students:

adult and otherwise. Even the most tedious and difficult class is a character building experience

that allows for growth. It is a human need to advance. My hope is that adult learners’

advancement through the higher education system leads them to broaden their interest in

improving our society. Even if that takes place on rare occasions, our society can still improve

from having a more skilled workforce. A skilled workforce is a catalyst to destroying the status

quo and the myths that exploitative corporations like to perpetuate. When an adult learner goes
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back to school to improve themselves, they can no longer be labeled as lazy. Neither can they be

viewed as inferior. Therefore, Paulo Freire (1999) and his concern about dehumanization as a

result of “injustice, exploitation, oppression, and the violence of the oppressors can begin to be

alleviated.

In all, meaningful change in society cannot be found through education alone. In

addition to wider societal changes, the most powerful way for schooling to create a more just

state would be to utilize a combination of philosophical foundations. In addition to Paulo

Freire’s radical adult education views, one can employ humanistic approach to teachers as

facilitators. Facilitators’ effectiveness is best measured through the behaviorist approach. A

unifying philosophy comes from traditional liberal instruction allows us to add moral education

to all of our intellectual pursuits.

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References

Elias, J., & Merriam, S. (2005). Philosophical foundations of adult education. (3rd ed., pp. 217-

246). Malabar, Florida: Krieger Publishing Company.

Freire, P. (1999). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York City, New

York: The Continuum Publishing Company. (Original work published 1970).

Merriam, S., & Caffarella, R. (1999). Learning in adulthood: A comprehensive guide. (2nd ed.,

pp. 261-273). San Francisco, California: The Jossey-Bass Higher and Adult Education

Series.