ABSTRACT
This chapter discusses the theoretical approaches of Peter Jarvis and Jack Mezirow to the role of experience, the process of meaning-making, the importance of critical reflection, and the social dimension of adult education and its consequences in the formulation of educational policy. The approach focuses on marking out elements of convergence and divergence between the views of the two thinkers. The study of their work shows that both consider the role of critical reflection in the learning process of adults to be decisive and important, while they also consider adult education as concerning not only individual development, but also improving the societal conditions towards the development of more democratic societies. The chapter also highlights similar positions of Jarvis and Mezirow on the role of experience in learning, as well as the factors that motivate adults to participate in learning processes.
