ABSTRACT
The experience of adult education should no longer be grasped in psychological or institutional language but in connection with its implications within the social routines of the postmodern. Adult instructors should reconsider their position in the modernist educational scheme if they are to react accurately to the novel kinds of adult learning and the intensifying variety of grownups involved in learning. The relevance of experiential instruction is associated with the social routines of postmodernity. The hope of adult instructors that lifelong learning may become a prevalent condition is more imminent to completion than ever before. With the decrease in collective goals and substantial narratives, with the disbelief concerning the likelihood of advancement via shared undertaking and wide-ranging ideologies (Popescu Ljungholm, 2017), the significance that adult education has commonly postulated of supplying a means of strengthening and accomplishing the Enlightenment scheme has less knowledgeable or practical importance. The deficiency in grasping and confronting squarely with the postmodern objection indicates that adult educators have neither adjusted to nor perfectly capitalized on the frictions (Money & Pridmore, 2017) and uncertainties of postmodernity (Bryant, Johnston, & Usher, 1997).
