This dissertation proposes a strategy, or set of decision-making principles, for the education of adults. It explores two related questions: What is the purpose of andragogy and why does this work matter? This philosophical inquiry is situated within a broader context of the automation of knowledge work. As advances in information and communication technologies continue to change the access, dissemination, production, and consumption of knowledge, replacing knowledge workers with automated processes becomes not only probable, but also increasingly preferable, to status quo practices. By establishing underlying principles associated with andragogical practices, this dissertation constructs a pragmatic framework for educative decision-making. It develops hermeneutic, or interpretative, dimensions for a concept of co-temporality, reconstructs andragogy with a renewed focus for the centrality of shared time, and reorients andragogy towards acknowledging attention, enabling objectives, merging experience, and cultivating agency. This strategy speaks to adult educators, learners, and all who seek meaning amidst a world of work in perpetual technological change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]