The Purposes and Philosophies of Adult Education
Idealistically, one would imagine that from a thoroughly considered, vigorously researched and empirically supported foundation there would spring a well-developed theory which, in turn, would spawn a comprehensive system of practical application. However, in practice, the real-world concerns often take precedence over the theoretical and themselves give rise to solutions and innovations that are later incorporated into a supporting philosophy. According to Beder, with regard to adult education, “Philosophy for the most part has developed from purpose, because adult education has been more affected by the social function it serves than by the thought systems associated with it” (Merriam & Cunningham. 1989, p. 38). In other words, philosophy has derived from purpose rather than the normally accepted and logical converse.
Based on the rapid growth and of society and the corresponding specialized division of labor, further education became a necessary aspect of the adult working experience. Thus, adult education evolved as a natural social function responsive to the needs of the changing environment. Once fully ingrained in society a philosophy consistent with the ideologies of the group naturally developed around the goals and objectives of the endeavor of adult education.
