The central goals of adult education, especially the development of self-directed, goal oriented learning and the generation of intellectual curiosity and critical thinking, may be subverted in a variety of ways. Especially in unconventional teaching settings, adult education programs may be symbolic rather than substantive. When this occurs, programs may become decoupled from their intended goals. Educational programs in prisons provide a particularly dramatic illustration of how the tensions between symbol and substance create a loosely coupled situation which requires special sensitivity by both policy makers and instructors. Using data and experiences from Illinois prisons, we examine specific problems that subvert adult education. We conclude by suggesting modest policies that might recouple educational goals to strategies of implementation.
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