Personality and Cognitive Friction in Adult Education

Abstract

Continuous learning is becoming increasingly important in enhancing competitiveness and creating more job opportunities. Adult education plays a significant role in this aspect, offering tailored learning experiences to optimize instruction for this specific group of learners. This topic is highly relevant today and extensively documented in academic literature. This article is based on a thorough analysis of recent research and proposes the addition of a fourth characteristic to the approach of adult education, alongside the three already recognized at an international level. In addition to autonomy, experience, and relevance, it is suggested to incorporate the individual’s personality as a "filter" in the process of acquiring knowledge within the context of lifelong learning. It is argued that the full potential of this application has not yet been fully explored. Moreover, the concept of personality is integrated with the pedagogical and didactic aspects of adult education through the notion of cognitive friction.