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Abstract
Our present study offers a conceptual inquiry into adult knowledge development by contrasting two foundational paradigms: innate predispositions and experiential learning, framed here as the dynamic interplay between nature and nurture in cognition. Adopting a dialectical stance, it reassesses these theoretical positions to explore their relevance in shaping learner-centered education aligned with the aims of lifelong learning for sustainability. Drawing on philosophical reasoning, cognitive research, and contextualized approaches to learning, the article argues that the adult learner is a composite subject—shaped by both inherent dispositions and lived experiences. This dual perspective supports the development of adaptive adult learning frameworks that value prior knowledge while activating latent potential. The study concludes by highlighting the practical implications of this paradigm shift for educators, curriculum designers, and policymakers engaged in adult education.
Keywords: adult knowledge development, contextualized approaches to learning, nature vs nurture in cognition, lifelong learning for sustainability, adaptive adult learning frameworks, learner-centered education.
