This paper analyses the recognition of non-formal and informal learning based on perspectives of critical theory and postmodernism in adult education. In light of contemporary findings in the theory of adult education, we demonstrate that the theorists and practitioners of the recognition lay too much hope in the philosophy and methodologies which should serve to assess, evaluate, accredit and recognize non-formally and informally acquired knowledge. On this basis, we will highlight the need for re-theorising the »self-evident« assumptions and »positive« effects which the recognition of non-formal and informal learning has on individuals and society. Having said this, we shall first a) define the concept of recognition; b) present various ideas, models and methods of recognizing non-formally and informally acquired knowledge; c) highlight the results of recent studies on the recognition of non-formal and informal learning; d) justify the need for re-theorising the recognition and demonstrate the possibilities for further development of the idea of recognizing non-formal and informal learning in adult education.V prispevku izhajamo iz perspektive kritične teorije in postmodernizma v izobraževanju odraslih pri proučevanju ideje o priznavanju neformalnega in priložnostno pridobljenega znanja. Z vidika sodobnejših spoznanj v teoriji izobraževanja odraslih bomo pokazali, da so teoretiki in praktiki priznavanja polagali prevelike upe na filozofijo in metodologije, s katerimi naj bi ocenjevali, vrednotili, potrjevali in priznavali neformalno in priložnostno pridobljeno znanje. Na tej podlagi bomo osvetlili potrebo po reteoretizaciji »samoumevnih« predpostavk in »pozitivnih« učinkov, ki naj bi jih priznavanje neformalnega in priložnostno pridobljenega znanja imelo na posameznika in družbo. V ta namen bomo, (a), opredelili pojem priznavanja neformalno in priložnostno pridobljenega znanja, (b), predstavili različne ideje, modele in metode priznavanja, (c) poudarili izsledke novejših raziskav na tem področju, (d) utemeljili potrebo po reteoretizaciji priznavanja neformalno in priložnostno pridobljenega znanja in pokazali na možnosti nadaljnjega razvoja te ideje v izobraževanju odraslih
