Abstract

Allusions to the "decentred subject" can be found in a growing number of educational texts. Yet many of these texts say little about the term’s meaning or genesis. What exactly is the "decentred subject"? what distinguishes this postmodern subject of language from the modern subject of consciousness it seeks to displace? What are the implications of the decentred subject for modern pedagogies based on the transference of knowledge? This paper draws upon the work of Lacan and a number of his commentators to elucidate the distinctive features of the decentred subject, highlight its distinguishing factors, and investigate its revolutionary implications for the field of adult education.

How to Cite:

Briton, D., (1996) “Decentering the "self" in adult education practice”, Adult Education Research Conference 1(1996).