PARTICIPATION OF ADULTS IN EDUCATION, A FORCE-FIELD ANALYSIS.

Autor/in	MILLER, HARRY L.
Institution	Center for the Study of Liberal Education for Adults, Brookline, MA.
Titel	PARTICIPATION OF ADULTS IN EDUCATION, A FORCE-FIELD ANALYSIS.
Quelle	(1967), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Need; Adult Education; Adults; Affiliation Need; Educational Attitudes; Force Field Analysis; Individual Characteristics; Lower Class; Middle Class; Motivation; Need Gratification; Organizations (Groups); Participation; Psychological Needs; Research Methodology; Self Actualization; Socioeconomic Influences; Status Need; Tables (Data); Technological Advancement; Massachusetts + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Mittelschicht; psychologische; Motivation (psychologisch); Bedürfnisbefriedigung; Teilnahme; Research method; Forschungsmethode; Self actualisation; Selbstverwirklichung; Sozioökonomischer Faktor; Tabelle; Technological development; Technologische Entwicklung; Master-Studiengang
Abstract	VARIOUS SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES RELATING TO MOTIVATION ARE POTENTIALLY USEFUL TOOLS FOR PREDICTING AND INFLUENCING ADULT EDUCATION PARTICIPATION. MASLOW'S NEED HIERARCHY IS BASED ON FUNDAMENTAL NEEDS (SURVIVAL, SAFETY, AND BELONGING), WHICH ARE NORMALLY FOLLOWED BY EGO NEEDS (RECOGNITION OR STATUS, ACHIEVEMENT, AND SELF-REALIZATION). THE WARNER AND GANS SOCIAL CATEGORIES ARE LOWER-LOWER CLASS (MAIN TARGETS OF ANTIPOVERTY PROGRAMS), WORKING CLASS (COHESIVE AND PRAGMATIC, WITH HIGH UNION MEMBERSHIP), LOWER-MIDDLE CLASS (THE MOST ACTIVE JOINERS AND VALUE SETTERS IN OUR SOCIETY), AND UPPER-MIDDLE CLASS (LARGELY EXECUTIVE AND PROFESSIONAL PEOPLE), EACH WITH DISTINCT VALUE SYSTEMS, ASSOCIATIONAL STRUCTURES, AND RELATIONSHIPS TO TECHNOLOGICAL CHANGE FINALLY, LEWIN'S FORCE-FIELD ANALYSIS, HERE USED AS THE OVERALL FRAMEWORK FOR DISCUSSION, TREATS MOTIVES FOR PARTICIPATION OR NONPARTICIPATION AS PRODUCTS OF POSITIVE AND NEGATIVE FORCES, BOTH PSYCHOLOGICAL AND SITUATIONAL, WHICH SHAPE EDUCATIONAL NEEDS AND DESIRES. RELATIONSHIPS BETWEEN SOCIAL CLASS AND PATTERNS OF ORGANIZATIONAL MEMBERSHIP SUGGEST THAT SOME FORMS OF PARTICIPATION CAN BE INCREASED BY REACHING PEOPLE IN THEIR OWN ORGANIZATIONS. THE DOCUMENT INCLUDES FOOTNOTES AND FORCE-FIELD DIAGRAMS. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION FOR ADULTS, 138 MOUNTFORT STREET, BROOKLINE, MASSACHUSETTS 02146, FOR $0.75. (AUTHOR/LY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC