Modern Practice of Adult Education: A Postmodern Critique
Briton challenges the dominant depoliticized vision of adult education, calling into question the modernist tenets and moral integrity of contemporary adult education practice. By examining his own struggle to escape the confines of modernist thought, the author delivers a succinct yet decisive critique of modern educational practice and challenges educators to reconceptualize their field of endeavor as a postmodern pedagogy of engagement. In refusing to deny its conjectural foundations, to...
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Briton challenges the dominant depoliticized vision of adult education, calling into question the modernist tenets and moral integrity of contemporary adult education practice. By examining his own struggle to escape the confines of modernist thought, the author delivers a succinct yet decisive critique of modern educational practice and challenges educators to reconceptualize their field of endeavor as a postmodern pedagogy of engagement. In refusing to deny its conjectural foundations, to mask its tenuous structure, or to defend its precarious integrity, the book assumes a form that distinguishes it markedly from its modernist counterparts. In favoring commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, the development of an ethical attitude toward practice over formulaic prescriptions for practice, and inter- over intra-disciplinary sources to substantiate its claims, this work calls into question a whole range of modernist predilections. By repeatedly breaching the narrowly prescribed parameters of adult education's orthodoxy and constantly promoting reflective inquiry, this book reveals how different, yet equally valid, forms of evidence can be drawn upon to develop an ethical postmodern perspective that calls the modern instrumental practice of adult education into question. Booknews Examining his own struggle to escape the confines of modernist thought, Briton (education policy, U. of Alberta) challenges the dominant de-politicized vision of adult education, questioning the modernist tenets and moral integrity of its contemporary practice. He favors commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, an ethical attitude over formulaic prescriptions for practice, and inter- disciplinary over internal sources to substantiate its claims. Annotation c. Book News, Inc., Portland, OR (booknews.com)
PrefaceAcknowledgmentsCh. 1Engaging the Question of Adult Education1Ch. 2The Fear of Falling into Error13Ch. 3Facing the Dilemma33Ch. 4Enlightenment and Modernity57Ch. 5Choosing a Research Paradigm79Ch. 6Toward a Postmodern Pedagogy of Engagement in Adult Education99Postscript: Living through the Question of Adult Education121Notes125Bibliography133Index149
\ BooknewsExamining his own struggle to escape the confines of modernist thought, Briton (education policy, U. of Alberta) challenges the dominant de-politicized vision of adult education, questioning the modernist tenets and moral integrity of its contemporary practice. He favors commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, an ethical attitude over formulaic prescriptions for practice, and inter- disciplinary over internal sources to substantiate its claims. Annotation c. Book News, Inc., Portland, OR (booknews.com)\ \
