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Abstract
The purpose of this study was to identify the factors that may contribute to the development of the philosophies of education among adult learners. By using interviews, classroom observations, and evaluations of documents, philosophies were interpreted and compared. The philosophical categories were those of Liberal, Behaviorist, Progressive, Humanism, and Radical adult education (Merriam, 1980)
The sample was chosen on a selective basis in order to include people of differing racial, and socioeconomic background. All students were involved in some type of adult education program. All subjects were interviewed in the Lincoln-Omaha area. The sample was not controlled but allowed to emerge as the research progressed. Findings were validated using triangulation of interviews, observations, and documents.
All subjects were categorized according to the schema developed by Frankena (1962). Ultimate Aims, Nature of People, Excellencies to be Produced, and How to Produce Excellencies, were the major categories under which emerging data was classified.
Results showed that personality, ethical or religious values, and a student's developmental needs according to Maslow's hierarchy to be the determining factors which created a need for a certain philosophy of education. Each of these factors was affected by the environment in which the subjects found themselves. Philosophies of education varied by need, and there was no uniformity among sexes, socioeconomic classes, or races.
Findings suggest the need for institutions of higher education to train teachers that can determine a student's need based on criteria identified in this study. Teachers need to be aware of a student's environment, and how this environment affects his/her personality, religious/ethical views, and interpretation of their needs according to Maslow's hierarchy of needs.
