Pragmatism and social action in American adult education

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Abstract
A pragmatic rationale has been a philosophic foundation for much of 20th‐century American adult education thought. Evolving from an experience‐based perspective, pragmatism proposes a learner‐centred and problem‐solving focus which places foremost in the educator's mind the needs and interests of the adult student. It also suggests taking a critical stance toward experience which can be seen to have ramifications for social change. The purpose of this paper is to trace the historical origins, evolution and current expression of pragmatism in American adult education thought. In this paper it is argued that Lindeman, through Dewey, first developed these ideas for adult education yet failed to articulate clearly what the relationship is between adult education and social action. It is further argued that Knowles prefers a technological emphasis in favour of critical and social change agendas. The current work of Brookfield, Cervero and Mezirow is seen as revivifying the critical tradition first presented by Lindeman. Each, though, has a different perspective on the idea of social action. While certain pragmatic themes such as experience‐based and learner‐centred education have remained central to adult education thought, the issues around adult education and social action remain problematic.

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