Abstract
This paper develops a theory that interprets the philosophical schools of American Pragmatism and Continental Postmodernism as important, complementary resources for understanding the effects of structure and agency on the possibilities for learning and meaning-making. This type of theory building can provide for practitioners and scholars a useful framework for negotiating the limited battle between self-determination and structural determination.
How to Cite:
Carr-Chellman, D. J., (2005) “Pragmatism, Postmodernism, and Adult Education: Structure and Agency in the 21st Century”, Adult Education Research Conference 1(2005).
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