Abstract
This article will address the theoretical, conceptual, and the consequent application strategies involved in operationalizing dialectical curricular designs appropriate for adult learners. In particular, the concepts of constructivism, andragogy, experiential learning, and transformational learning will serve as the foundational philosophical and theoretical concepts that can inform and complement a dialectical learning framework. The article will assert that dialectical discourse methods can serve as validating mechanisms for the exchange of ideas and concepts, to use and affirm students’ personal and professional experiences, to create a community of learners, and to fulfill the need of continual change in adult learners’ knowledge, skills, and attitudes.
