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Rhizoactivity: Toward a Postmodern Theory of Lifelong Learning

Cited 20 time in Web of Science Cited 22 time in Scopus
Authors
Kang, Dae Joong
Issue Date
2007
Publisher
SAGE Publications
Citation
Adult Education Quarterly, 57(3), 205-220
Keywords
adult learninglifelong learningpostmodernismrhizome
Abstract
Although the loss of certainty in the age of postmodernism is questioning knowledge production in general, the emerging discourse of lifelong learning demands a different theory of adult learning in particular. This article aims to offer a conceptual tool for describing learning in adulthood in terms of postmodern and lifelong learning conditions. It approaches the problem from the images of learning and learner that adult education scholarship has produced and identifies that adult learning theory attempts to signify foundational certainty by using binary-trapped adjectives. The author argues that insofar as we continue with the adjective-plus-learning theory, we cannot escape binary thought. The author proposes a new concept, rhizoactivity, to navigate multiplicity of learning in a postmodern world. Anticipated benefits of employing rhizoactivity in understanding learning are discussed in terms of postmodern and lifelong learning conditions.
ISSN
0741-7136
Language
English
URI
https://hdl.handle.net/10371/61976
DOI
https://doi.org/10.1177/0741713606297445
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College of Education (사범대학)Dept. of Education (교육학과)Journal Papers (저널논문_교육학과)
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