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This theory therefore supports the idea of "… education as a force to enhance personal grow and development & #8230; stress self-actualization; freedom and responsibility & #8230;" ( Popovic)
On the other hand, the critical/emancipatory approach as found in the writings of Paulo Freire and Ira Shor, while similar to the above, has the important difference of emphasizing the social, political and cultural context. From this point-of-view the emphasis is on the" political nature of education in a rational, learner-centered manner" (Tisdell & Taylor, 1999, p. 6)
This theoretical stance also focuses on the upliftment of the marginalized and oppressed in society and the importance of recognizing social and economic disparities. This view could also be likened to the feminist theoretical perspective.
There are of course many other theoretical orientations. The point being made, albeit very briefly, is that each of these orientations will initiate a certain teaching response and a different type of motivation and interaction in the teaching process.
In conclusion, the following insight from Bonk and Kim ( 1998) serves to stress the value and importance of theoretical and philosophical orientations.
"…the process of learning is located at the interface of people's biography and the sociocultural milieu in which they live, for it is at this intersection that experiences occur" & #8230; Few researchers or educators, however, actually address adult learning from a...
67)
Educators and educational institutions that run adult learning courses should therefore take cognizance of theoretical dimensions and orientations. An awareness of these philosophical orientations will have an effect on the quality of teaching that takes place in the institutions.
References
Smith M.C. & Pourchot, T. Ed. (1998). Adult Learning and Development: Perspectives from Educational Psychology. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from Questia database: http://www.questia.com/PM.qst?a=o&d=27737728
Bonk, C.J., & Kim, K.A. (1998). 4 Extending Sociocultural Theory to Adult Learning. In Adult Learning and Development: Perspectives from Educational Psychology, Smith, M.C. & Pourchot, T. (Eds.) (pp. 67-82). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from Questia database: http://www.questia.com/PM.qst?a=o&d=27737806
Foley, G. (Ed.). (2004). Dimensions of Adult Learning: Adult Education and Training in a Global Era. Maidenhead, England: Open University Press. Retrieved from Questia database: http://www.questia.com/PM.qst?a=o&d=115259170
Popovic K. Some conceptions in the history of adult education. Retrieved from http://www.eaea.org/index.php?k=11952
Tisdell, E.J., & Taylor, E.W. (1999). Adult Education Philosophy Informs Practice. Adult Learning, 11(2), 6. Retrieved from Questia database: http://www.questia.com/PM.qst?a=o&d=5001898137
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