 Adult education between the ideals of an educational society and the emancipation and the modeling technicist derivatives 
In this paper, we shall question from a critical and constructive perspective, adult education as presented in contemporary societies by exploring the paradox that haunts this activity in what it is increasingly subject to instrumental rationality, technicism and pedagogicism as manufacturing or training. In this sense, we formulate the following problematic: In what way can communicational pedagogical action constitute an alternative likely to found adult education as a formative and global communicational praxis aiming at identity transformation of individuals and their fulfillment if this education were reduced more and more to a poesis whose goals are predetermined by the commodification of all human activities? With a view to identifying, in the potential of educational modernity, what allows us to resist the influence of instrumental rationality and to found in reason the adult education and the values that it must contribute to promote in a democratic and pluralistic society, we shall argue that the philosophical foundation of adult education as a praxis, requires promoting discussion to the rank of a post-metaphysical principle around which three logics are articulated : an epistemological logic that of culture and flavor of knowledge, a pragmatic-pedagogical logic and a psychological-clinical logic of the development of the subject and intersubjectivity. Communicational pedagogical action draws its critical humanism and its constructive force not only from the educational discourse of modernity, or even from the utopia of the Enlightenment incarnated by Condorcet, but also from Habermas’ theory of communicational action.