Emancipating older learners

On the problems of naïve consciousness and the enlightened teacher

Authors

DOI:

https://doi.org/10.3384/rela.2000-7426.5471

Keywords:

Jacques Rancière, older learners, critical educational gerontology, emancipation, older adult education

Abstract

The tension between education and emancipation is a recurrent theme in educational philosophy but remains comparatively neglected in critical educational gerontology (CEG). CEG is a philosophical strand in older adult education aiming at the social emancipation of older learners. CEG links radical emancipation to the outcome of raising older learners’ presumed naïve consciousness with the help of an enlightened teacher. In this essay, we argue that the logic of radical social emancipation features theoretical contradictions at its roots, which translate into empirical ambiguities when employed to raise older learners’ consciousness. We address two problems: (1) older learners’ naïve consciousness and (2) its subsequent dependence on teachers’ critical consciousness. To solve these problems, we propose Jacques Rancière’s logic of educational emancipation, focusing on the individual’s capacity to learn by presuming intellectual equality as a pre-condition for learning rather than an outcome as with CEG. By treating this perspective in older adult education, we hope to emancipate CEG itself by refocusing its scope primarily on the educational realm.

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Author Biographies

Hugo-Henrik Hachem, Linköping University

Hugo-Henrik Hachem is a Postdoc at Linköping University's Reasoning and Learning lab. His research focuses on the philosophy and goals of lifelong learning and (older) adult education. Apart from his interest in educational sociology, he is researching the intersection of lifelong learning and artificial intelligence in the context of upskilling and re-skilling industry employees in Sweden.

Marvin Formosa, University of Malta

Marvin Formosa is a Professor at the Department of Gerontology and Dementia Studies, University of Malta. He holds the posts of Chairperson of the National Commission for Active Ageing (Malta), Rector’s Delegate for the University of the Third Age (Malta), and Director of the International Institute on Ageing United Nations - Malta (INIA). His interests include active ageing, educational gerontology, Universities of the Third Age, fourth age learning, and older adult learning.

Johannes Westberg, University of Groningen

Johannes Westberg is a full professor in the theory and history of education at the University of Groningen. He has published widely in the history of education and has a theoretical interest in issues of power, knowledge and self-formation.

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Published

2025-03-21

How to Cite

Hachem, H.-H., Formosa, M., & Westberg, J. (2025). Emancipating older learners: On the problems of naïve consciousness and the enlightened teacher. European Journal for Research on the Education and Learning of Adults, 1–17. https://doi.org/10.3384/rela.2000-7426.5471

Issue

Section

The role of adult educators in older adults’ learning: Theory, research, policy and practice

Funding data

  • VINNOVA
    Grant numbers Advanced Digital Skills Policy Lab for Academic Transformation (ADAPT)