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.
Similar content being viewed by others
Notes
See, Kane 2001, for further discussion on Freire’s influence on adult education in Latin America.
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.
See Findsen 2006, for an explanation for the reproduction of social inequalities amid older adults in both non-formal and informal learning environments.
References
Arber, S., & Ginn, J. (Eds.). (1995). Connecting gender and ageing: A sociological approach. Buckingham: Open University Press.
Aronowitz, S. (1993). Paulo Freire’s radical democratic humanism. In P. Mclaren, & P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 8–24). London: Routledge.
Battersby, D. (1987). From andragogy to gerogogy. Journal of Educational Geronotogy, 2(12), 4–10.
Bell, B., Gaventa, J., & Peters, J. (Eds.) (1990). We make the road by walking: Conversations on Education and social change (Myles Horton and Paulo Freire). Philadelphia: Temple University Press.
Bernard, M., & Scharf, T. (2007). Critical perspectives on ageing societies. Bristol: The Policy Press.
Biggs, S. (1993). Understanding ageing: Images, attitudes and professional practice. Buckingham: Open University Press.
Blaikie, A. (1999). Ageing and popular culture. Cambridge University Press.
Bond, J., Coleman, P., & Peace S. (Eds.) (1998). Ageing in society: An introduction to social gerontology (2nd ed.) London: Sage Publications.
Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey Bass.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey Bass.
Brookfield, S. D. (2005). The power of critical theory for adult learning and teaching. Berkshire, England: Open University Press.
Bytheway, B. (1995). Ageism. Buckingham: Open University Press.
Cervero, R. M., & Wilson, A. L. (Eds.). (1996). What really matters in adult education program planning: lessons in negotiating power and interests, New directions for adult and continuing education, no.69. San Francisco: Jossey-Bass.
Coben, D. (1998). Radical heroes: Gramsci, Freire and the politics of adult education. London: Garland Publishers Inc.
Collard, S., & Law, M. (1989). Forum. The limits of perspective transformation: A critique of Mezirow’s theory. Adult Education Quarterly, 39(2), 99–107.
Collins, D. (1977). Paulo Freire: His life, works and thought. New York: Paulist Press.
Collins, M. (1998). Critical crosscurrents in education. Malabar, Florida: Krieger Publishing.
Cusack, S. (2000). Critical educational gerontology and the imperative to empower. In F. Glendenning (Ed.), Teaching and learning in later life: Theoretical implications (pp. 61–76). Aldershot: Ashgate Publishers.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Elias, J. (1994). Paulo Freire: Pedagogue of liberation. Malabar, Florida: Krieger Publishing.
Estes, C. L. (1991). The new political economy of aging: Introduction and critique. In M. Minkler, & C. L. Estes (Eds.), Critical perspectives on aging (pp. 19–36). Amilyrike, New Jersey: Bayward Publishing Co. Ltd.
Field, J. (2002). Lifelong learning and the new educational order. Stoke on Trent: Trentham Books.
Findsen, B. (1998). Freire as an adult educator: An international perspective. The New Zealand Journal of Adult Learning, 26(1), 9–22.
Findsen, B. (1999). Freire and adult education: Principles and practice. In P. Roberts (Ed.), Paulo Freire, politics and pedagogy: Reflections from Aotearoa New Zealand (pp. 71–82). Palmerston North: The Dunmore Press.
Findsen, B. (2002). Developing a conceptual framework for understanding older adults and learning. The New Zealand Journal of Adult Learning, 30(2), 34–52.
Findsen, B. (2005). Learning later. Malabar. Florida: Krieger Publishing Co.
Findsen, B. (2006). Social institutions as sites of learning for older adults: Differential opportunities. Journal of transformative education, 4(1), 65–81.
Freire, P. (1973). Education: The practice of freedom. London: Writers and Readers Publishing Cooperative.
Freire, P. (1984). Pedagogy of the oppressed. New York: The Continuum Publishing Corporation.
Freire, A. M. A., & Macedo, D. (Eds.). (1998). The Paulo Freire reader. New York: Continuum.
Gatt-Fly. (1996). Ah-hah! A new approach to popular education. (2nd ed.) Toronto, Canada: Between the Lines.
Glendenning, F. (Ed.) (2000). Teaching and learning in later life: Theoretical implications. Aldershot: Ashgate.
Glendenning, F., & Percy, K. (Eds.) (1990). Ageing, education and society: Readings in educational gerontology. Association for Educational Gerontology: University of Keele.
Gramsci, A. (1971). Selections from the prison notebooks. In Q. Hoare & G.N. Smith (Eds.) London: Lawrence & Wishart.
Jarvis, P. (1985). Sociological perspectives on lifelong education and lifelong learning. Athens, Georgia: Department of Adult Education, University of Georgia.
Jarvis, P. (2001). Learning in later life: An introduction for educators and carers. London: Kogan Page.
Kane, L. (2001). Popular education and social change in Latin America. London: Latin America Bureau.
Kirkwood, G, & Kirkwood, C. (1989). Living adult education: Freire in Scotland. Milton Keynes: SIACE and the Open University.
Knowles, M. S., and Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey Bass.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Laslett, P. (1989). A fresh map of life: The emergence of the third age. London: Weidenfeld and Nicholson.
McClusky, H. Y. (1974). Education for aging: The scope of the field and perspectives for the future. In S. Grabowski, & W. D. Mason (Eds.), Learning for aging. Washington, D.C.: Adult Education Association of the USA.
McGivney, V. (1990). Education’s for other people: Access to education for non- participant adults. Leicester: NIACE.
McGivney, V. (2004). Men earn, women learn: Bridging the gender gap divide in education and training. Leicester: NIACE.
Mayo, M. (1997). Imagining tomorrow: Adult education for transformation. Leicester: NIACE.
Mayo, P. (1999). Gramsci, Freire and adult education: Possibilities for transformative action. London: Zed Books.
Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education. San Francisco: Jossey-Bass.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2nd ed). San Francisco: Jossey-Bass.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3–27.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Moody, H. R. (1976). Philosophical presuppositions of education for old age. Educational Gerontology, 1, 1–16.
Peterson, D. A. (1980). Who are the educational gerontologists? Educational Gerontology, 5, 65–77.
Phillipson, C. (1998). Reconstructing old age: New agendas in social theory and practice. London: Sage Publications Inc.
Phillipson, C. (2000). Critical educational gerontology: Relationships and future developments. In F. Glendenning (Ed.), Teaching and learning in later life: Theoretical implications (pp. 25–38). Aldershot: Ashgate Publishers.
Purcell, R. (2006). Lifelong learning in the community: social action. In P. Sutherland, & J. Crowther (Eds.), Lifelong learning: Concepts and contexts (pp. 207–217). London: Routledge.
Roberts, P. (Ed.) (1999). Paulo Freire, politics and pedagogy: Reflections from Aotearoa-New Zealand. Palmerston North: The Dunmore Press.
Roberts, P. (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. London: Bergin & Garvey.
Rogers, C. R. (1983). Freedom to learn for the 80s. Columbus, Ohio: Merrill.
Sargant, N., Field, J., Schuller, T., & Tuckett, A. (1997). The learning divide. Leicester: NIACE.
Scottish Executive (2001). A smart, successful Scotland. Edinburgh.
Scottish Executive (2006). Learning for all. Edinburgh.
Shor, I. (1980). Critical teaching and everyday life. Montreal: Black Rose Books.
Smith, G. H. (1999). Paulo Freire: Lessons in transformative practice. In P. Roberts (Ed.), Paulo Freire, politics and pedagogy (pp. 35–42). Palmerston North: The Dunmore Press.
Thompson, J. (1983). Learning liberation: Women’s responses to men’s education. London: Croom Helm.
Tuckett, A., & McAuley, A. (2005). Demography and older learners: Approaches to a new policy challenge. Leicester: NIACE.
Walker, R. (1990). Ka whawhai tonu matau: Struggle without end. Auckland: Penguin Books Ltd.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
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
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11217-007-9063-1