Adult educationAdult education has long relied on master narrativesMaster narratives of modernity to explain adult learning and developmentAdult learning and development. Modernist narrativesModernist narratives include the idea of a rational, autonomous subjectIdea of a rational, autonomous subject, a selfSelf that is intrinsically human, a notion of foundationalist epistemology (and philosophy in general), and the belief that reason is a universal, a priori human capacityHuman capacity; and the belief that social and moral progressSocial and moral progress can be achieved by applying social scientific theoriesSocial scientific theories to the arts and social institutions (law, family, education, etc.). Pedagogical lovePedagogical love and adult education literature are both underdeveloped theoretically and empirically. EducatorsEducators preferred to use alternative soft descriptors of love to avoid cultural interpretations of the relationship in adult educationCultural interpretations of the relationship in adult education, such as passion, careCare, bond, and affect. However, these terms did not possess the same expressive power as love, nor could they convey the same meaning. In a pedagogy based on lovePedagogy based on love, students improve their emotional status, their interaction during lectures, their motivationMotivation, their social abilitiesSocial abilities, their personalities, and their mental healthMental health. The aim of the chapter is to provide an in-depth insight into adult education through the lens of pedagogical loveAdult education through the lens of pedagogical love. An assessment of contemporary research on adult education and pedagogical lovePedagogical love will be conducted through a qualitative approach. The author will be able to evaluate the topic’s documented research using this approach.