Overcoming Alienation as the Practice of Adult Education: The Contribution of Erich Fromm to a Critical Theory of Adult Learning and Education

2002 ◽  
Vol 52 (2) ◽  
pp. 96-111 ◽  
Author(s):  
Stephen Brookfield
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Critical Theory ◽  
Erich Fromm

scholarly journals Maailman demokratisoiminen vaatii viisautta ja valppautta

2006 ◽  
Vol 26 (3) ◽  
pp. 221-226
Author(s):  
Petri Salo ◽  
Juha Suoranta
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Critical Theory ◽  
Learning And Teaching ◽  
University Professor ◽  
Stephen Brookfield

Stephen Brookfield tunnetaan Suomessa ehkä parhaiten 1980-luvulla julkaistuista kirjoistaan Adult Learners, Adult Education and the Community ja Understanding and Facilitating Adult Learning. Hänelle on myönnetty neljästi Pohjois-Amerikassa korkealle arvostettu Cyril O. Houle -palkinto korkeatasoisen aikuiskasvatuskirjallisuuden julkaisemisesta. Myös hänen viimeisin kirjansa The Power of Critical Theory: Liberating Adult Learning and Teaching (2005) voitti kyseisen palkinnon. Tapasimme Stephen Brookfieldin maaliskuussa 2006 Minneapolis-St. Paulin kaksoiskaupungissa, jossa hän toimii St. Thomasin yliopiston ansioituneena yliopistoprofessorina (Distinguished University Professor). Stephen Brookfieldin ajatuksia medialukutaidosta sisältyy edellä olevaan Juha Suorannan artikkeliin.

scholarly journals How Do the Timing and Duration of Courses Affect Participation in Adult Learning and Education? A Panel Analysis

2021 ◽  
pp. 074171362110190
Author(s):  
Fabian Rüter ◽  
Andreas Martin
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Fixed Effects ◽  
Research Literature ◽  
Temporal Organization ◽  
Educational Institutions ◽  
Positive Effects ◽  
Matching Process ◽  
Education Participation ◽  
The Impact

Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process, this study contributes to research literature as one of the first studies that investigates the impact of timing and course duration on participation counts (longitudinally). For this, we use organizational data from public adult education centers ( Volkshochschulen—VHS; the main adult education providers in Germany) from 2007 to 2017. Methodologically, random- and fixed-effects models are applied. We find significant positive effects on participation counts between increasing program breadth in terms of temporal formats and increasing average course duration.

scholarly journals Are adult learners in Europe happier than non-learners? Statistical evidence from the European Social Survey

2021 ◽  
pp. 147490412110146
Author(s):  
Ellen Boeren
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
European Social Survey ◽  
Welfare Regimes ◽  
Participation Rates ◽  
Social Survey ◽  
Academic Literature ◽  
The United Kingdom ◽  
The Relationship

This paper borrows insights from the literature on European welfare regimes to analyse the relationship between happiness and participation in adult education. The academic literature and policy discourses on adult education tend to claim that participation in learning is correlated with happiness despite the lack of strong European comparative empirical evidence on this topic. This paper uses data from the latest Wave of the European Social Survey to analyse the happiness perceptions of nearly 20,000 adults between the ages of 25 and 64 who live in 16 European countries (15 European Union countries and the United Kingdom). Results indicate that while adult learners on average tend to be happier than non-learners, this correlation weakens when controlling for determinants of participation and happiness and for the countries in which these adults live. Confirming the importance of welfare regimes, this study found that adults in Finland tend to be happier than those in other countries, regardless of their participation in adult education. Happiness scores were lowest in Bulgaria and Hungary, countries with low participation rates in adult education and with the biggest differences in happiness scores between learners and non-learners. It is argued that the presence of well-structured adult learning provision might be an important characteristic of welfare regimes but that happiness is determined by much more than being an adult learner.

scholarly journals CONTEMPORARY THEORIES OF ADULT LEARNING

2015 ◽  
Vol 1 ◽  
pp. 450
Author(s):  
Ludmila Babajeva
Keyword(s):  
Adult Learning ◽  
Critical Theory ◽  
Learning Theory ◽  
Learning Process ◽  
Adult Learning Theory ◽  
Three Dimensions ◽  
Modern View ◽  
Dimensions Of Learning ◽  
Conditions Of Learning

<p>Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult’s learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint of a human as holistic organism, K.Illeris develops his theory in relation to the pedagogical conditions of learning, whereas Brookfield discusses an adult in the context of social, political and democratic concept.</p>

scholarly journals Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Yalalem Assefa
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Indigenous Knowledge ◽  
Knowledge Integration ◽  
Data Gathering ◽  
Real Life ◽  
Learning Material ◽  
Learning Materials ◽  
Material Development

Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

A Case Study of Innovation Platforms for Agricultural Research, Extension, and Development

2015 ◽  
pp. 173-197 ◽  
Author(s):  
Matthew L. S. Gboku ◽  
Oitshepile M. Modise ◽  
Jenneh F. Bebeley
Keyword(s):  
Decision Making ◽  
Adult Education ◽  
Leadership Development ◽  
Adult Learning ◽  
Sierra Leone ◽  
Agricultural Research ◽  
Agricultural Extension ◽  
Leadership Roles ◽  
Agricultural Technologies

Stakeholder organizations clearly need to have more than a symbolic role in IAR4D decision making. They are currently hindered by their lack of knowledge of leadership roles and capacity to implement the IAR4D. In this chapter, the authors have presented the use of the IAR4D in Sierra Leone with clear justification of how it fits into contemporary approaches and interventions at the national, regional and global levels. The chapter focuses on the “Dissemination of New Agricultural Technologies in Africa (DONATA)” project in Sierra Leone as a shining example of leadership development and adult learning in both formal and non-formal settings. The authors highlight current challenges of the use of innovation platforms through IARD and articulate implications of the case study for adult education, agricultural extension and non-formal training in agricultural research institutions. The chapter ends with recommendations for surmounting the current challenges of the case described.

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