Adult Education and Utopia PDF Download

Author: Henry Percival Smith
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages :

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Author: Henry Percival Smith
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 56

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Author: Henry Percival Smith
Publisher:
ISBN:
Category : Adulthood
Languages : en
Pages : 44

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Author: Eduard Lindeman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 250

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Author: Peter Jarvis
Publisher: Routledge
ISBN: 1134920822
Category : Computers
Languages : en
Pages : 171

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First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Leon McKenzie
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 108

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Author: Tom Nesbit
Publisher: John Wiley & Sons
ISBN: 1118709047
Category : Education
Languages : en
Pages : 127

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Book Description
UNESCO’s 1997 CONFINTEA V conference in Hamburg has been described as the high-water mark of international adult education policy-making. It produced one of the most utopian statements about adult education and learning of the past 25 years: the Hamburg Declaration on Adult Learning and Agenda for the Future. Adult education was declared key to the twenty-first century in order to build “a world in which violent conflict is replaced by dialogue, a culture of peace based on justice . . . and the creation of a learning society committed to social justice and general well-being.” However, the Declaration also recognized that there were many practical challenges to its implementation as profound changes were occurring in social, economic, environmental, and political spheres. In this volume, North American and international scholars critically assess how far the visionary statements of the Hamburg Declaration have been advanced and implemented. They: Review the recent development of the 10 themes of the Agenda for the Future Explore their local and global achievements through considering the results of the 2009 CONFINTEA VI conference and other related policy developments Outline what is still necessary to realize the Declaration’s goals. This is 138th volume of this quarterly report series. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Author: Gildo Massó
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 224

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Author: Maren Elfert
Publisher: Routledge
ISBN: 1315278111
Category : Education
Languages : en
Pages : 229

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With a focus on lifelong learning, this book examines the shifts that UNESCO’s educational concepts have undergone in reaction to historical pressures and dilemmas since the founding of the organization in 1945. The tensions between UNESCO’s humanistic worldview and the pressures placed on the organization have forced UNESCO to depart from its utopian vision of lifelong learning, while still claiming continuity. Elfert interprets the history of lifelong learning in UNESCO as part of a much bigger story of a struggle of ideologies between a humanistic-emancipatory and an economistic-technocratic worldview. With a close study of UNESCO’s two education flagship reports, the Faure and Delors reports, Elfert sheds light on the global impact of UNESCO’s professed humanistic goals and its shifting influence on lifelong learning around the world.

Author: Peter Jarvis
Publisher: Routledge
ISBN: 1134920814
Category : Education
Languages : en
Pages : 262

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Adult education has frequently assumed a political role in society and also has itself been regarded as a social movement. This book, however, is the first systematic attempt to analyse it from the perspective of political theory. The author locates the education of adults within current political theory - something which has become even more relevant since the Conservative government of the UK has adopted an interventionist approach to education. Peter Jarvis starts from a historical perspective, examining the relationship between adult education and civil society, and exploring theories of the state. He discusses the concept of democracy and shows that there are a variety of different forms with which the education of adults might be related. The idea of citizenship is also examined, and it is suggested that the education of adults might be regarded as a citizenship right which is being lost to all citizens as a result of current government policies. Peter Jarvis also looks at the relationship between liberal adult education and a civilised society, suggesting that its provision is one of the symbols that a society is moving on the long journey towards creating a civilised society. The final chapter illustrates the existence of utopian thought in radical adult education.