In 1980, John Elias and Sharan Merriam published the first edition of Philosophical Foundations of Adult Education. Now in its third edition published in 2005, Elias and Merriam outine six philosophical approaches to adult education that continue to shape the field today. The learning theories they propose explore how each philosophy influences assumptions about the purpose of education, the role of the educator, and the learning process itself (Elias & Merriam, 2005). These theories do not exist independent of one another, but rather in many cases overlap or blend as skilled educators adapt to combine several elements of varying philosophies depending on the context.

The philosophies of Elias and Merriam are briefly summarized below, for more information you could review the video found here: https://www.youtube.com/watch?v=YHwXS7Oj2p4

• Behaviourist – common approach in corporate training and professional development, the goal is behavior change in the learner with the educator as trainer. The learning objectives are clearly defined and success if measured be observed performance
• Humanistic – this approach is centered on personal growth, where learners are self-directed and the educator acts as a supportive facilitator. Emotional safety and learner motivation are key to the success of this philosophy.
• Radical – radical approaches encourage learners to challenge and questions systems of power, injustice and inequity. The goal of education is seen as social transformation, with the learner positioned as a change agent and the educator as a co-learner in the education process.
• Progressive – education is practical and experiential, preparing learners to solve problems in their workplace and community. There is an emphasis on reflection and collaboration, and the leaner is an active participant in their learning journey, with the educator as facilitator.
• Liberal – according to this philosophy, the learner is in the role of scholar for the purpose of intellectual development, with the educator in the role of expert. Rational thinking and classical knowledge are central, with the teacher directing learning through scholarship.
• Analytical – critical thinking by leaners with the goal of conceptual understanding as the goal. Educators take on the role of analyst focusing on precision in concepts and arguments with a goal of philosophical clarity and demonstration of critical thinking.