Transforming adult learners’ experience in corporate context: conceptual paradoxes and pragmatic conclusions
ISED RAE, Laboratory for General Theory of Education (Didactics), 105062, Moscow, Russia
* Corresponding author: firstname.lastname@example.org
The article presents changes in innovative vs. conventional adult education practices including: goal setting, character of the learner, nature of education, the nature of sources in the educational process, nature of evaluation, social (micro-social) role of education. The author explores innovative learning in corporate context, and introduces several new approaches to adult education. (1) The concept of objectively new experience in educational process, when no ‘right answer’ is known. (2) The idea of collective learner. (3) The idea of transformative education in the context of corporate organizational learning, and (5) its general phases: adopting-adapting-transforming-transferring. (6) Paradoxes of adult education that do not fit the traditional educationalist’s thinking. The paradoxes are explored as cognitive gaps, leading to insights about the nature of adult education, and pragmatic shifts in transforming individual and collective experience
© The Authors, published by EDP Sciences, 2016
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