Abstract:

Instructional practices are rooted in the philosophies of education. Educators, those in the practice of education, must turn to educational philosophers for guidance to questions relating to educating society. Educators must make the connection between learning practices and the philosophies of education that underlies the methods of learning. The purpose of this paper was to examine specifically the literature to determine if there is a relationship between the philosophy of existentialism and the assumptions of the practice of andragogy. This examination is important to higher education for improving the education of adults. A review of the literature suggests that existentialism provides the philosophical underpinnings for andragogy. It should be recognized that a number of philosophies may also have principles that align with the assumptions of the practice of andragogy. Existentialism predates andragogy and emphasizes authenticity of self, freedom, choice and responsibility. Andragogy emphasizes self-directed learning and participation in one’s own learning and evaluation of the learning experience.

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