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Freirean Philosophy and Pedagogy in the Adult Education Context: The Case of Older Adults’ Learning

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Abstract

Central tenets of Freirean philosophy and pedagogy are explored and applied to the emerging field of older adults’ learning (educational gerontology), a sub-field of adult education. I argue that many of Freire’s concepts and principles have direct applicability to the tasks of adult educators working alongside marginalized older adults. In particular, Freire’s ideas fit comfortably within a critical educational gerontology approach as they challenge prevailing orthodoxies and provide a robust analytical framework from which radical adult educators can work effectively in promoting social transformation.

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Notes

  1. See, Kane 2001, for further discussion on Freire’s influence on adult education in Latin America.

  2. The author is currently engaged in a research project funded by the West of Scotland Wider Access Forum to investigate the engagement of older adults in further and higher education in the West of Scotland, primarily from the perspective of the older students.

  3. See Findsen 2006, for an explanation for the reproduction of social inequalities amid older adults in both non-formal and informal learning environments.

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Authors and Affiliations

  1. Department of Adult and Continuing Education, University of Glasgow, St Andrew’s Building, 11 Eldon Street, Glasgow, G3 6NH, UK

    Brian Findsen

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  1. Brian Findsen
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Correspondence to Brian Findsen.

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Findsen, B. Freirean Philosophy and Pedagogy in the Adult Education Context: The Case of Older Adults’ Learning. Stud Philos Educ 26, 545–559 (2007). https://doi.org/10.1007/s11217-007-9063-1

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