This paper is concerned with the relationship between authenticity and adult learning and prompted by some studies in which adult âauthentic learningâ is a central concept. The implication revealed by them is that realâworldness of learning contexts, learning content and learning tasks is perceived as conferring authenticity on learning. Here, however, it is argued that: (i) authenticity is a way of being hence lies at the heart of understanding adult learning; (ii) authenticity is a way of being hence neither emerges from, nor is conferred by, learning contexts, learning content or learning tasks, regardless of how âreal worldâ they may be; (iii) Being and Having Attitudes, and Actuality and Possibility orientations, are inextricably bound up with authentic and inauthentic modes of being and must be also be accounted for in understanding authenticity in adult learning.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370903475602
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