Article | European Journal for Research on the Education and Learning of Adults | Reclaiming the emancipatory potential of adult education: Honneth’s critical theory and the struggle for recognition

Title:
Reclaiming the emancipatory potential of adult education: Honneth’s critical theory and the struggle for recognition
Author:
Ted Fleming: National University of Ireland Maynooth
DOI:
10.3384/rela.2000-7426.rela9077
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Year:
2016
Volume:
7
Issue:
1
Pages:
13-24
No. of pages:
12
Publication type:
Article
Published:
2016-04-01


Mezirow’s theory of transformative learning built on the learning experiences of nontraditional adult students returning to education and on the critical theory of Habermas, more recently progressed by Honneth. This paper links transformation theory with the work of Honneth who in recent works advances ideas about identity development and freedom that allow us update gaps in transformation theory – that it has an inadequate understanding of the social dimension of learning. A new understanding of ‘disorienting dilemma’ as a struggle for recognition is suggested. This paper expands our understanding of the emancipatory intent of transformative learning. EU funded empirical research supports this new iteration of the adult learning theory. Implications are drawn for teaching non-traditional students in adult and higher education.

Keywords: Transformative learning; Honneth; recognition; disorienting dilemma

Volume 7, Issue: 1, Article 2, 2016

Author:
Ted Fleming
Title:
Reclaiming the emancipatory potential of adult education: Honneth’s critical theory and the struggle for recognition:
DOI:
10.3384/rela.2000-7426.rela9077
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Volume 7, Issue: 1, Article 2, 2016

Author:
Ted Fleming
Title:
Reclaiming the emancipatory potential of adult education: Honneth’s critical theory and the struggle for recognition:
DOI:
10.3384/rela.2000-7426.rela9077
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