Erwachsene als freie Lerner. Kritik eines Modells

The mature adult who participates voluntarily in free educational programmes is a basic assumption, which equally often supports theories and practices of adult education as it is empirically challenged. Neither supply nor demand is consistently characterized by voluntariness. Up to a certain degree, programmes and participation are mandatory. The assumption that responsible adults do not want to, should not and cannot be taught is also considered to be problematic. The article reveals good reasons for teaching and the profession’s usual paternalistic argumentation. With respect to these differences and the plurality of learning forms, the article declines the leading image of a free adult and calls for philosophies of adult education, which reflectively reveal their principles of dealing with adult learners.