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Selman, G., M. Cooke., M. Selman., and P. Dampier. 1998. The Foundations of Adult Education in Canada. Toronto: Thompson Educational Publishing.

has been cited by the following article:

Article

Analysis of Adult Education with Dewey’s Perspective

1Doctor of Education, Curriculum consultant and specialist at Tatweer Company for Educational Services (Talemia), Riyadh, Saudi Arabia

2Professor of Education, Department of Teacher Education, Judith Herb College of Education, The University of Toledo, USA


American Journal of Educational Research. 2023, Vol. 11 No. 7, 457-466
DOI: 10.12691/education-11-7-2
Copyright © 2023 Science and Education Publishing

Cite this paper:
Almaha Radha Alruwaili, Mark Templin. Analysis of Adult Education with Dewey’s Perspective. American Journal of Educational Research. 2023; 11(7):457-466. doi: 10.12691/education-11-7-2.

Correspondence to: Almaha  Radha Alruwaili, Doctor of Education, Curriculum consultant and specialist at Tatweer Company for Educational Services (Talemia), Riyadh, Saudi Arabia. Email: almaharedha@hotmail.com

Abstract

This article analyses adult education from John Dewey’s perspective and the effectiveness of his theories if applied to the adult education system. Adult education is seen as a social and political issue that contributes to educational and economic development. The paper starts off by analyzing Dewey’s experiential and continuity based progressive learning. Then goes on to show how reflecting on past experiences and knowledge, backed by action, enhances experiential learning. Furthermore, the paper examined how Dewey’s experiential theory can be applied, and the progress made so far towards the promotion of adult education. A significant effort has also been made to outline the role of education, student-centered learning, as well as the limitations encountered. Following Dewey’s theories, adult education can prove to be effective in getting real-life skills and these skills can later on, help the people get better jobs and secure futures. We conclude by arguing that adult education should be based on experiences and practical implications in order to form a system that promotes real-life experienced based education.

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