This paper traces the evolution of discourses around the role of critical social theory in the field of lifelong education that have played out in the pages of the "International Journal of Lifelong Education" and elsewhere in the field, beginning with early critical theoretical discourses, a consideration of the impact of some key…

This essay argues that capacity development is a response to changes in the organization and practice of agricultural extension as these changes have excluded small resource farmers. In this essay I trace the changes in the organization of agricultural extension through to the emergence of the concept and practice of capacity development. The idea…

This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha's concept of "Third Space". Various concepts of the self are also compared, particularly two…

Knowledge construction is regarded as an effective learning model in practice. When more and more learning communities are organized to promote knowledge construction, it is necessary to know how to use different tools to support knowledge construction in the learning community context. In the literature, few researchers discuss how to construct…

The paper presents an enabling framework for experiential learning that connects with reflexive modernity. This framework places an emphasis on learning with others and on the role of theory, practice and reflection. A sociological argument is constructed for an alternative framework for experiential learning that derives from social theory. It is…

Examines similarities, differences, limitations, and possibilities of critical pedagogy, feminist pedagogy, and multicultural adult education. Considers how postmodern thought has influenced these discourses. Suggests that a strategic postmodernist lens of analysis might produce equitable pedagogy. (Contains 61 references.) (SK)

Describes four tensions in postmodern continuing education practice: aggregation versus fragmentation, consistency versus flexibility, description versus evaluation, and associationality versus immediacy. Explains the two opposing inclinations in these concepts: there are good reasons following each one, but doing so limits the possibility of…

Attempts to explore the epistemological dimensions of postmodernism. Develops a less problematic post-postmodern perspective, influenced by Wittgenstein. Notes how this perspective is consistent with theory and practice in adult and continuing education. (SK)

Postmodernists' denials of the existence of objective truth are made without supporting evidence and fail to account for semantic structures and linguistic usage. Analysis of semantic structure reveals truth embedded in language. Truth and socially constructed meaning are interrelated. (SK)

Autobiographical accounts of two adult educators address questions of what it means to be an adult educator in an environment of individualization and reflexivity. Cultural conditions that give rise to similarities and differences in their accounts, such as postmodernism and popular culture, are identified. (SK)

Explores the postmodern critique of dominant conceptions of the self in adult education: psychological/humanistic and sociological/critical. Identifies valuable aspects of the critique, for example, showing how individuals participate in their own subjugation with adult educators as accomplices. (SK)

The pressures of economic competition affect the narratives of adult educators. Three interrelated themes provide insights into the contemporary condition of adult educators: the turn to "textuality," changes in the economy and organization of work, and debates over postmodern identity. (SK)

The discourse of the Learning Society has a vocationalist/managerialist thrust, is oriented toward the global economy, and is market driven. A counter-discourse that rejects emphasis on "performativity" could clash with postmodernist objections to master narratives. (SK)

Urges a repositioning of higher education away from postmodernist mindsets. Proposes that the future of mass higher education lies in attracting adults from a wide social spectrum and in defending the public nature of truth and values. (Contains 56 references.) (Author/SK)

"New right" governments may support experiential learning because of its role in developing self-discipline and law-abiding citizens and consumers. Adult educators and trainers must understand and engage in debates about experiential learning and postmodernism to understand their own practices. (SK)