Dialectical Perspectives for Researching Lifelong Learning

Contemporary methodological approaches to the study of lifelong learning have increasingly aspired to take into account the complex interrelations of individuals, particular social and cultural situations, and the broader cultural, societal, political, and/or economic context. Too often, however, researchers encounter obstacles based upon the absence of a coherent and well-specified methodological framework distinctly suited to such aspirations. In this context, the primary aim of this chapter will be to explain dialectical methodology and its unique potential for making contributions to the study of lifelong learning. To do this, the chapter begins with a discussion of the work of Bertell Ollman on the methodological principles of what is referred to as internal-relational dialectics. Following this is an explanation of Theodor Adorno’s negative dialectics. It serves as a type of cautionary tale; a warning against the dangers of a methodological orientation toward a “closed” or “positive” as opposed to an “open” or “negative” dialectic, which is more capable of accounting for the unexpected and under-identified features of actual people undergoing change. The chapter goes on to give an explanation of the strategic-relational dialectics within Bob Jessop’s treatment of changing people (agency) and changing institutions (structure). The chapter culminates with a closing section organized as three vignettes or exploratory dialogues between dialectical methodology and a selection of popular lines of inquiry in the literature today (reflective learning; transformative learning; and situated learning).