My philosophy of adult education has evolved significantly throughout the Master of Adult Education (MAED) program at St. Francis Xavier University. I entered the program as an educator whose practice largely reflected a behaviourist philosophy, emphasizing clearly defined learning objectives that were developed with, and at times without, learner input. Through critical reflection, I have come to recognize that this approach was shaped largely by the nature of the educational programs I design and deliver in my workplace, where predetermined competencies, measureable outcomes and demonstrated proficiency are essential.

In contrast to my professional practice, my identity as a student and life-long learner aligns more closely with a humanistic philosophy of education. I seek educational experiences that promote autonomy, self-direction and personal meaning. I view education not only as the acquisition of knowledge and skill, but as a process that fosters personal growth, self-understanding and continuous development.

The Philosophy of Adult Education (ZINN) Inventory reinforced this evolving perspective. My highest scores were in the progressive and humanistic philosophies, with considerably lower alignment to behaviourism. The progressive philosophy, which emphazises student-centered rather than curriculum-centered education, more closely reflects my current practice. I strive to create learning experiences which build on learners’ lived experiences, acknowledge their positionality, and encourage the application of knowledge to authentic problems and professional practice.

At the core of my philosophy is a humanistic belief that education is a pathway to self-fulfillment, personal growth, and both personal and economic stability. I also see education as a catalyst for transformation, consistent with Mezirow's transformative learning theory. From this perspective, learning extends beyond acquiring competencies to challenging assumptions, expanding perspectives, and fostering meaningful change. This philosophy also resonates with Maslow's hierarchy of needs, in which education contributes to belonging, esteem, and ultimately self-actualization (Kumar, p. 143).

Conversely, I identified least strongly with the radical philosophy of adult education. I recognize the important contributions of scholars such as Freire, who viewed education as a means of "breaking free of the shackles of colonialism and imperialism" (Ritchie, 2025), I do not see social activism as the primary purpose of adult education. Rather, I believe that meaningful social change emerges through the personal transformation of individuals. As adults develop greater self-awareness, critical thinking, and agency, they become better equipped to contribute positively to their communities and society as a whole.

Here is my personal Zinn Inventory: