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This book evaluates in a critical manner the dynamics and potential of critical being as an educational theory and explores its practical applications in a specific adult learning context. This work is set in the context of a specific programme aimed at enhancing personal growth and understanding and exploring how participants make meaning through learning, action and dialogue. The challenge is, first, to translate the concept of critical being into a set of practical methodologies that can be used in the classroom and so test its capacity to be absorbed by learners. Secondly, to evaluate the impact of this applied practice of critical being on adult learners. While the context for this book is theoretical, the specific focus will be primarily methodological and presented in a thematic format.

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I am teaching since 1981, 17 years in second level (4 as school principal), and 14 years in third level. My interests are in teaching and learning and teacher education. My research focus is on my practice as a teacher with adult learners. I am committed to Development Education (DE) within the teaching context.

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