Emancipating older learners. On the problems of naïve consciousness and the enlightened teacher.

Autor/inn/en	Hachem, Hugo-Henrik; Formosa, Marvin; Westberg, Johannes
Titel	Emancipating older learners. On the problems of naïve consciousness and the enlightened teacher.
Quelle	In: European journal for Research on the Education and Learning of Adults, 16 (2025) 2, S. 265-281Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:33839 10.3384/rela.2000-7426.5471
URN	urn:nbn:de:0111-pedocs-338393
Schlagwörter	Kritische Pädagogik; Gerontologie; Lernen; Emanzipation; Erwachsenenbildung; Geragogik; Alter Mensch; Erwachsenenbildner
Abstract	The tension between education and emancipation is a recurrent theme in educational philosophy but remains comparatively neglected in critical educational gerontology (CEG). CEG is a philosophical strand in older adult education aiming at the social emancipation of older learners. CEG links radical emancipation to the outcome of raising older learners' presumed naïve consciousness with the help of an enlightened teacher. In this essay, we argue that the logic of radical social emancipation features theoretical contradictions at its roots, which translate into empirical ambiguities when employed to raise older learners' consciousness. We address two problems: (1) older learners' naïve consciousness and (2) its subsequent dependence on teachers' critical consciousness. To solve these problems, we propose Jacques Rancière's logic of educational emancipation, focusing on the individual's capacity to learn by presuming intellectual equality as a pre-condition for learning rather than an outcome as with CEG. By treating this perspective in older adult education, we hope to emancipate CEG itself by refocusing its scope primarily on the educational realm. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/1