In this paper we want to consider the underlying assumptions on which the research work is based in adult education and learning: our beliefs about cognition within that reality (epistemology). These beliefs inevitably shape human decisions which direct the activities and general engagement in the world that surrounds us, thus in the planning and realisation of scientific research. In this context, to understand at least some of these beliefs is crucial to effective critique and application of research results, with the aim to improve educational practice and theoretical consideration of its eligibility.
The paper presents results of a wider research aimed at examining the educational characteristics and consistency in the educational leisure behavior of adult respondents. Consistency in educational leisure behavior refers to the relationship between the real and desired education choices that adults make in their leisure. The aim was to determine if and to what extent some of the basic educational characteristics of the respondents were a factor in the consistency of their educational leisure behavior. In other words, the question raised in this paper is whether and to what extent educational characteristics determine our actual and desired choice, or, more precisely, their relationship, when it comes to education in leisure time. From the spectrum of such considered consistency, two relevant educational features have been singled out: current educational leisure participation and previous educational experience.
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