Apps's four-category framework for a working philosophy of adult education¶

Theory · All theories
Evidence · no claims cited

Description¶

Apps proposes a framework adult educators can use to identify, analyze, judge, and evaluate their beliefs about adult education. He writes that "This framework includes four categories:" — the learner, the overall purpose of adult education, content or subject matter, and the learning process. The framework functions as "the skeleton on which we hang our ideas", organizing reflection on beliefs across the chapters that follow.

Design Implications¶

Context¶

Requirements¶

• The educator must be willing to analyze beliefs about each of the four categories; the framework is one option among others and should remain open to criticism and change.

Constraints¶

• Apps states it is "by no means the only one that can be used" and warns against becoming slaves to frameworks.

Target Learners¶

• adult educators (professors, students, administrators, practitioners)

Target Learning Objectives¶

• developing a personal working philosophy of adult education

Claims¶

• Working Philosophy Guides What Should Be Questions [+M]

Related Theories¶

• Belief structure: sources, levels (zero-order, first-order, higher order), and the belief-value-attitude distinction
• Taxonomy of five educational philosophies for adult education
• Taxonomy of four general philosophies organized by the three basic philosophical questions
• Traditional versus modern philosophies distinguished by who determines ends and means

Examples¶

• A four-step process for examining beliefs: recognition, analysis, judgment, and evaluation

Key Sources¶

• Apps, Jerold W. (1973). Toward a Working Philosophy of Adult Education. Syracuse University Publications in Continuing Education / ERIC Clearinghouse on Adult Education. https://eric.ed.gov/?id=ED078229