ABSTRACT
Adult education should harmonize with the fashionable social reality of adult learning and identify a novel function within dynamic settings. Lifelong learning is now a feature of economic instrumentalism, a defense of progressive humanism, and a manner of comprising meaning via consumption. The rhetoric and routines of modernity are typified by an insistence on advancement and a belief in sound judgment and science as the mechanisms of its accomplishment. This commitment, with its hope of predictable human furtherance (Moghtader, 2017), is the ingredient of modernity which is profoundly challenged in the postmodern moment. Postmodernism facilitates an examination of the scientific approach and scholarly method, of the prevalent performance of technical-instrumental soundness, and of the position of fairness and value-neutrality (Machan, 2017) in the formulation of knowledge assertions (i.e. these are not factualities, being socially constituted, historically based cultural paradigms, therefore incomplete and restricted to certain discourses and objectives). Postmodernism makes no contentions to a superordinate exactness, nor does it attempt to substantiate an unconventional and surpassing position by using incontestable logic or unambiguous rationalization. (Bryant, Johnston, & Usher, 1997)
