The development of adult education in the Victoria University College district following the Adult education acts of 1938 and 1947 : an essay towards a history

This thesis does not seek to trace the full history of Adult Education in the Victoria University College District. Although such a history would be of value to those concerned with Adult Education, its size would be beyond the scope of this thesis. It will seek to show the broader influences of the 1938 and 1947 Adult Education Acts, as they have affected the development of Adult Education within the Victoria University College District. This will involve a discussion of many historical themes, but it will concentrate largely on the organisational and administrative aspects which have sought to give to Adult Education an identity of its own, whilst setting it in the pattern of life-long education linked with school, home, office, farm and factory.

The development of adult education in the Victoria University College district following the Adult education acts of 1938 and 1947 : an essay towards a history

This thesis does not seek to trace the full history of Adult Education in the Victoria University College District. Although such a history would be of value to those concerned with Adult Education, its size would be beyond the scope of this thesis. It will seek to show the broader influences of the 1938 and 1947 Adult Education Acts, as they have affected the development of Adult Education within the Victoria University College District. This will involve a discussion of many historical themes, but it will concentrate largely on the organisational and administrative aspects which have sought to give to Adult Education an identity of its own, whilst setting it in the pattern of life-long education linked with school, home, office, farm and factory.

In search of identity: Adult education in Bosnia and Herzegovina between the socialist legacy and neoliberal tendencies

The paper presents an analysis of the key processes in the field of adult education in Bosnia and Herzegovina (BiH) referring to its socialist past and current tendencies dominantly motivated by the country’s aspiration towards accession to the European Union (EU). Any effort to offer a systematic overview of the history of adult education in BiH faces ambiguity and a lack of systematic data. Unlike other parts of the education system where historical accounts are to a certain extent preserved and subject to scholarly studies and investigations, adult education in BiH seems to be a field without a documented past. Based on critical discourse analysis, the paper intends to unravel the intricate socio-political texture that has shaped the key themes in adult education both in the country’s socialist past and its democratic present. The results of the analysis indicate several quite clear patterns: (a) the ambiguous treatment of the socialist past, from romanticising to annihilating its achievements and arrangements; (b) the rise of private institutions in adult education in the post-socialist period and the diversification of the education on offer; and (c) tensions between aspirations towards global and European trends on the one hand and insistence on localisation in terms of shaping adult education policy on the other.

The History of the Democratic Adult Education Movement in Spain

Background/Context Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and complementing one another to form the historical antecedents for the creation of the democratic adult education movement that emerged in the turn of the century, in 2000, in Spain. Purpose This article aims to study the origins of the democratic adult education movement in Spain by examining (1) the historical educational experiences in Spain, particularly before the dictatorship period and (2) the influences of some social and educational theories. Research Design Using historical analysis and literature analysis, this article is focused on the history of adult education in Spain, and, more particularly, presents an exhaustive document analysis based on historical aspects associated with the formation of the democratic adult education movement. Findings/Results The findings suggest that the shaping of the democratic adult education movement in Spain has been influenced by three main strands: the Spanish libertarian movement of the early 20th century, Paulo Freire's work and insights on adult education, and other social and educational theories from contemporary authors who conceive education as a tool for overcoming inequalities. In the present article, we show the influence of these strands on the DAE by identifying three main characteristics underpinning the movement, that is, the participants’ self-organization and management based on egalitarian dialogue, the recognition of the universal capability of communication and knowledge creation, and the access to higher culture by the working-class people. Conclusions/Recommendations This article concludes that many of the educational practices developed under the democratic adult education movement are radically democratic, given that it promotes providing working-class people with access to higher culture while building up solidarity ties with the most disadvantaged. The present research shows how the DAE movement and all its components open up new lessons for successful inclusion practices in adult education and its effects on the promotion of social transformations at the local, national, and international levels.

Isidor iz Sevilje i slobodne nauke - od antičke ka srednjovjekovnoj kulturi

Medieval education, adult education included, is usually inadequately treated in the educational history surveys, therefore some of the significant features and individuals stay unduly neglected although they represent specific bridge between old, allegedly liberal but pagan and new, medieval culture dominated by Church that supressed much of scientific, philosophical and cultural heritage of clasical antiquity. Isidore of Seville is among those notable, although insufficiently investigated and well-known personalities of medieval scholarship and especially adult education. As one of the principal encyclopedists od the early Middle Ages, in his master work Etymologiae (”The Etymologies”), in accordance (but also notwithstanding) with all restraints of his own time, Isidore tried to maintain many meaningful attainments of ancient culture and to translate them into the new, christian and church culture, and into the medieval mainly adult educational institutions as well. Accordingly, Isidore also represented the momentous interpreter of the seven liberal arts (septem artes liberales) tradition, educational system that was, by virtue of Isidore himself, succesfully transfered from classical antiquity to the first universities and beyond. Investigation and interpretation of Isidore’s work, based on historical methodology, resulted in conclusion that Etymologies represent valuable contribution to educational history and, within that context, to the history of adult education specifically.

HISTÓRIA DA EDUCAÇÃO DE ADULTOS NO BRASIL: ALGUMAS CONSIDERAÇÕES HISTÓRICO-PEDAGÓGICAS * HISTORY OF ADULT EDUCATION IN BRAZIL: SOME HISTORICAL AND EDUCATIONAL CONSIDERATIONS

<p><strong>Resumo: </strong>Este estudo teve como objetivo compreender o percurso da educação de adultos no Brasil, principalmente, em relação aos seus aspectos políticos e pedagógicos. Entende-se aqui que a trajetória das políticas públicas voltadas para a educação de adultos em nosso país esteve, majoritariamente, voltada pela preocupação com a qualificação para o mercado de trabalho. Desse modo, as características pedagógicas dessa modalidade de educação estiveram, muitas vezes, mais comprometidas com a instrumentalização técnica do que com a formação do cidadão crítico.</p><p><strong>Palavras-chave: </strong>Educação; Qualificação; Mercado de trabalho.</p><p><strong>Abstract: </strong>This study aimed to understand the route of adult education in Brazil, mainly in relation to their political and pedagogical aspects. It is understood here that the trajectory of facing adult education in our country's public policy was, as a rule, marked by concern for the qualification for the labor market. Thus, the pedagogical characteristics of this type of education were often more committed to technical instrumentation than with the formation of the critical citizen.</p><p><strong>Keywords: </strong>Education; Qualification; Labor market.</p>

Social Justice and Adult Education

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.