ABSTRACT
This book has explored many paradoxes of learning. They have revolved around the problems of becoming being a person and of being an individual in society. They have referred to autonomy and free will, to meaning and truth, to working and aging, and to power and the state. But they all have implications for educators. Until recently (Bateman, 1990; Brookfield, 1990), learning constituted the main focus of research in adult education, although it has never been quite so prominent in initial education studies. However, adult education has treated teaching in such a manner as to suggest that Rogers’s (1969, p. 103) dictum that teaching is an overrated function had been accepted. Indeed, the term teaching occurs nowhere in the index of Merriam and Cunningham’s Handbook of Adult and Continuing Education (1989). But while teaching disappeared from the academic limelight of adult education, it was naturally still going on, and it is now rightly beginning to reassert its place in the spectrum of inquiry into the education of adults.
