From Hamburg to Belem: the limits of technocratic thinking in adult learning education

Abstract

This article discusses some of the generalized analyses of adult learning education, mostly informed by technocratic thinking, highlighting perceived trends in adult learning education between CONFINTEA V and CONFITEA VI. Those trends could be understood as challenges. Employing a political sociology of adult learning education as a critique of instrumental reason is advanced.

Keywords:

• adult learning education
• CONFINTEA
• political sociology of education
• technocratic thinking
• instrumental reason

Additional information

Notes on contributors

Carlos Alberto Torres

Carlos Alberto Torres is a distinguished professor of Education, director of the Paulo Freire Institute, UCLA and associate dean for Global Programs. He published more than 65 books and 200 research articles. His current interest is the relationship between global citizenship and higher education.