By Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,
This ebook bargains a few feedback as to methods ahead from this hassle. Drawing at the new highbrow frameworks of serious pedagogy, feminism and postmodernism and their impression upon academic idea, perform and learn, the ebook makes a speciality of the altering contexts of grownup schooling. by way of development at the concept of going past the bounds of yes present grownup schooling orthodoxies, the authors try and offer choices for perform. the ultimate 3 chapters take care of learn, targeting a serious macro-analysis of mainstream paradigms, a assessment of different methods, and a extra micro-analysis centering at the position of the socially-located self within the study procedure.
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Extra resources for Adult Education and the Postmodern Challenge: Learning Beyond the Limits
This approach met with some success in the 1970s and beyond. Nevertheless, such a radical adult education perspective raises a number of important questions in relation to education for citizenship. In its focus on ‘really useful knowledge’, it appears to offer a more grounded, democratic and active approach than that of the liberal tradition, and it certainly addresses the problem of the ‘thoughtless action’ which can take place in community work. However, an attendant danger ADULT LEARNING FOR CITIZENSHIP 33 is that of imposing a very specific, exclusive and unreflexive definition of ‘really useful knowledge’.
For adults, therefore, it is only important for learning to be considered education if to be an ‘educated person’ is important to their identity, if it acts as a means of distinguishing themselves from others and of identifying themselves with other educated persons. One thing which emerges very clearly and very significantly from this is that consumption is a complex and multi-dimensional process which can be active and generative as well as passive and reproductive. Consequently, we would argue that it is no longer possible to understand contemporary adult learning without a conception of the part played by consumption and consumer culture.
A dominant influence on the formation of adult education, certainly in Englishspeaking countries, has been the liberal tradition. This has taken a number of forms and directions according to its national and cultural location (Taylor et al 1985; Duke 1992). Fieldhouse’s summary of its basic values provides a useful baseline from which to understand and appraise its approach to citizenship: The notion of ‘liberalism’ in English adult education implies a democratic, dialectical and non-utilitarian approach.