ABSTRACT

This chapter reviews the various adjective-plus-learning theories in terms of two major concepts, reflection and context, derived from purposefully posited questions of how and where the learner encounters and processes everyday life experiences. The "how" question focuses on the concept of reflection and contributes to the development of, for example, experiential learning theory and transformative learning theory. The "where" question is about the analysis of context and produces the distinctions between formal, informal, and nonformal learning. The chapter discusses how the postmodern critique deals with binary thought and proposes an alternative guiding question to produce a different image of lifelong learning. It examines how the concept of rhizoactivity helps us understand adult learning differently and posit the meaning of rhizoactivity in terms of broad adult learning theory-building. The chapter introduces a problem statement regarding the qualitative research conducted with the guiding question and the concept of rhizoactivity.