Critique as the foundation for adult learning grounded in utopian thinking

Abstract

Exploring the epistemological foundations of adult learning within utopian thinking and utopian practices presents a challenging task for current andragogical research. Utopia and adult learning are interconnected in multiple ways. Utopia represents a vision of an ideal or better society, where learning is always a constitutive element. By studying these visions, we enter the domain of critical pedagogy and futuristic studies of adult education. This paper aims to present the possibilities of developing utopian thinking as an approach to adult learning, where critique plays a key constitutive role. Critique not only opens up space for change but also contributes to a continuous process of formation within new networks of knowledge. Critique questions existing knowledge, while also contributing to the creation of the new. By envisioning the future, we not only discover and better understand the present, but also open up possibilities for new approaches to learning. Considering the relationship between utopia and critique in adult learning, we can justify the discussion about the creation of a utopian approach.