Process Education™ principles are founded on two basic beliefs. First, no one should be marginalized: all learners have the capacity to improve the quality of their learning. Second, educators have a responsibility to “raise the bar” in their profession: learning is enhanced and achieved for all learners when educators help build learning skills, create and improve quality learning environments, design solid coherent curricula, and serve as effective facilitators of learning.

These beliefs have a long and documented history. The discipline of adult learning (also called adult education) clarifies some of the theoretical underpinnings of Process Education™.
 

Click to read Adult Learning Theories in Process Education, a module from the Faculty Guidebook.