History
of Adult/Community Education
Frances E. Robinson
09/14/2014
Abstract
In order to get an understanding of
adult education, it is vital to know definition, some history and knowledge of
adult education. In this document I will describe meaning of adult education. For
further awareness, I will include:
1.
What
was the social background of this period in time?
2.
What
were the trends, main issues, the focus and/or the significant event of adult
education during this time period?
3.
Provide
a university’s experience in this period of time which influenced and had an
impact to adult education on their campus.
There are several definitions of Adult
Education. Bryson (1946) refer to it as all
activities with an educational determination that are carried on by persons engaged
in the ordinary business of life. Darkenward and Merriam (1982) describes as a process which persons whose major social roles are characteristics
of adult status undertake systematic and sustained learning activities for the
purpose of bringing about change in knowledge, attitudes, value, or skills.
Vener (1964) defines as a relationship between an educational agent and a
learner in which the agent selects, arranges, and continuously as those preparing to enter the profession and is
defined as activities intentionally designed for the purpose of bringing about
learning among those who age, social roles, or self-perception define them as adults.
It is said the best known definition is from Houle (1972). He contends it is
the process involving planning by an individual or agencies by which adults
alone in groups or institutional settings improve themselves or their society.
Pg. 7-8, Merriam
To develop a clear understanding of
adult education, you must examine the history of those persons who contributed
to adult education. An example would be Malcolm Knowles. He was an experience
adult educator, served as executive director of the Adult Education Association
of the U.S.A. during the 1950’s. Knowles study was developed out of his
dissertation at the University of Chicago. It stressed the development of a
coordinated adult education movement and the attention to formation and
evolution of professional associations and institutions in the field. He was a
part of The Adult Education Movement in the United States in 1962. He later on
developed a teaching of adult learners described as Andragogy ( a theory based
on the psychological definition of adult, which states that people become
adults psychologically when they arrive at a self-concept of being responsible
for their own lives, of being self-directing ). Malcolm Knowles knew that adult
learners are able to contribute knowledge to the class discussion based on life
experience. Which is a valuable resource
for learning from each other. He also says in order for the adult learner to
learn it depends on what they need to know for life situations.
The 1960’s
Adult Education
During a brief overview of
legislation, there was a study divided into sections. The first study was done in the 1950’s called
the adult basic education. It examined
development of new associations, functions, goals, and a set of priorities for
adult education legislation. In 1960 during the President John Kennedy era, the
second section came about. It was a passage called Adult Education Act (AEA) which
focused on the implications, implementation, and impact of War on Poverty
program. The third section was later amendments to the act in the late 1960’s
through 1980’s. The fourth section was AEA under the Reagan Administration. Pg.1
Rose
The University of Washington
described the 1960’s through 1970’s “As continuing education comes age in
turbulent times.” The 1960’s started with hopefulness and celebration. John F Kennedy was President and declared “the
torch has been passed to a new generation. They celebrated University’s
centennial 1961 and the Seattle World’s fair in 1962 named “Century 21”. In
1964 they had a growth in the Division of Adult Education, which included a mix
of old and new continuing education programs. They also had many major trends. One
of those trends was the huge influx of baby boomer students who arrived around
1960. The university student body doubled from 16,882 students enrolled in fall
quarter of 1959 to 32,749 students enrolled in the fall quarter of 1969. There was a new development of entrance
requirements, special courses and increase in day and evening classes. Another trend was rapid changes in workplace.
People who worked as farmers and laborers started to decline. A number obs were
demanding more education in technical and professional positions. This prompted
a need to offer adult educational classes to support technology and
professional changes.
Soon a decade ended in riots and
recession. There was a development of community issues, civil rights issues,
and diversity issues. There were many protest “Stop the Ditch” to stop a
freeway to be built through Seattle. The freeway was opened in 1967 and
destroyed several classic homes in Seattle. In 1968 anti-war protesters
firebombed Clark hall on University of Washington campus. This was the home of
the ROTC offices. In 1969, a bomb went off in the Administrative Building which
shattered 700 windows on campus. No lives were lost during those bombing.
However, the life threating activity affected the atmosphere on campus and the
Continuing Education program. There were four assassinations during this time
period. (President John F, Kennedy, Malcolm X, Martin Luther King, and Robert
Kennedy).
Soon the Educational Opportunity
program had student pressure to have increase of minority representation on
campus. A Black Student Union was organized. Students Black, Latino, Native
American, Asian, and White entered Administrative building through an unlocked
door to see President Odgaard. He met with the students placed some on a
committee to assist to increase the number of minorities in student body. During
this time, the census identified the state having 95.4 % white population. It is mentioned later in 2010 which would be
forty years later, the state and the university would have an increase of
racial diversity.
Overall, economic, social problems,
and community issues can have a huge effect on the adult education populations.
However, there are many educators, programs, and organizations who or committed
to improvement and growth of the adult/community education.
Summary of the History of
Adult/Community Education
Areas
|
Summary
|
Social Background
|
It was a time during
community, civil, and diversity issues.
|
Highlights
|
The Adult Education Act
was passed in the 1960’s.
|
Influential factors
|
The baby boomer trend
and workforce trend brought about changes in the adult education.
|
Implications
|
The university developed
programs and courses based on the trend changes at that time.
|
Ends or Means;
An Overview of the History of Adult Education Act. www2.ed.gov/…/Adult/Ed/…/end-...
United States Department of Education by AD Rose.
Sharon B.
Merriam & Ralph G. Brockett, (2007). The Profession and Practice of Adult
Education
Malcolm Knowles
and the Six Assumptions Underlying Andragogy.
The 1960’s Continuing
Education Comes of Age in turbulent times.
Frances,
ReplyDeleteYou have pointed out some quite interesting ideas in your paper! And you have discussed some trends in the field of adult education, which is very good!
It is not very clear which decade you have reviewed? 1950s? or 1960s?
You don’t need to define the term of adult education. Since this is review paper about history, directly tell us which decade you will talk about in your paper.
Please add Implications. That is: Based on what you have researched about
this period of time, tell us the main ideas/perspectives/lessons we can learn from this period of time.
You need to write a 6-8 page paper, and cite at least 6 references from literature.
Please revise your paper. Please correct your grammar and your APA formats.
Bo