Epistemological Implications of Constructivism to Adult Learning

Abstract

Contemporary innovations in learning have brought about a paradigm shift in adult learning from emphasis on knowledge acquisition to knowledge creation. Therefore, this paper examined the concept, principles and epistemological implications of constructivism theory to facilitation of knowledge creation in adult learning before recommendations were made. Recommendations put forward included the need for facilitators to align instructional methodologies with the philosophical and methodological principles of constructivism theory to create learner-centred and collaborative learning environments that foster critical reflection and knowledge creation among adult learners.