Has Adult Education any Philosophical Basics?

Abstract

This paper attempts to prove that the emerging discipline of Adult Education has philosophical basics which form the hub of its theory and practice. Skeptics and some non-professionals widely ridicule and misjudge the discipline of adult education as lacking intellectual depth and value assumptions to befit the status of a profession. Adult educators, para-professionals and policy formulators must have an indepth insight into this discipline and implicitly imbibe the value assumptions underguiding the practice of adult education. This has implications for improved service delivery and expansion of the frontiers of adult education as a helping profession.