THE CONCEPT OF LIFELONG INTEGRATED LEARNING "EDUCATION PERMANENTE" AND SOME IMPLICATIONS FOR UNIVERSITY ADULT EDUCATION. INTERNATIONAL CONGRESS OF UNIVERSITY ADULT EDUCATION OCCASIONAL PAPER, 2. (NEW YORK UNIVERSITY, AUG 5-7, 1967).

Sonst. Personen	LIVERIGHT, A.A. (Hrsg.)
Institution	International Congress of Univ. Adult Education.
Titel	THE CONCEPT OF LIFELONG INTEGRATED LEARNING "EDUCATION PERMANENTE" AND SOME IMPLICATIONS FOR UNIVERSITY ADULT EDUCATION. INTERNATIONAL CONGRESS OF UNIVERSITY ADULT EDUCATION OCCASIONAL PAPER, 2. (NEW YORK UNIVERSITY, AUG 5-7, 1967).
Quelle	(1968), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Case Studies; Community Role; Cultural Influences; Educational Change; Educational Needs; Educational Philosophy; General Education; Lifelong Learning; Social Psychology; Socioeconomic Influences; Universities + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Bildungsreform; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Allgemein bildendes Schulwesen; Allgemeinbildung; Life-long learning; Lebenslanges Lernen; Sozialpsychologie; Sozioökonomischer Faktor; University; Universität
Abstract	WORKING PAPERS, PRESENTATIONS, AND DISCUSSIONS AT THE 1967 SEMINAR ON "EDUCATION PERMANENTE" CONVENED BY THE INTERNATIONAL CONGRESS OF UNIVERSITY ADULT EDUCATION INCLUDED UNESCO BACKGROUND MATERIAL ON THE CONCEPT OF LIFELONG INTEGRATED LEARNING, THE NEED AND THE PROSPECTS FOR GREATER FLEXIBILITY AND OUTREACH AT THE UNIVERSITY LEVEL, ANALYSES OF THE ECONOMIC, TECHNOLOGICAL, SOCIOLOGICAL, AND PSYCHOLOGICAL DIMENSIONS OF CONTINUING EDUCATION FOR CONTEMPORARY WORLD SOCIETY, AND CASE STUDIES OF PROFESSIONAL AND WORKER EDUCATION IN FRANCE. EMPHASIS IN THE PRESENTATIONS WAS GENERALLY PLACED MORE ON UNDERSTANDING AND INSIGHTS, ON APPRECIATION AND ATTITUDES, THAN ON FACTS AND INFORMATION ALONE, AND ON THE NEED TO MINIMIZE DIFFERENCES BETWEEN TEACHER AND STUDENT ROLES AND BETWEEN YOUTH AND ADULTS. THERE WAS GENERAL AGREEMENT THAT UNIVERSITIES, WHILE STRESSING THE ASSESSMENT OF VALUES, SHOULD EXAMINE THE WIDER SOCIETY, DEVELOP "CULTURED" PERSONS, INJECT LIBERAL EDUCATION INTO PROFESSIONAL TRAINING, CHAMPION CONTROVERSY, STIMULATE THE FULL DEVELOPMENT OF INDIVIDUAL INTELLECTUAL CAPACITIES, AND SERVE AS THE NERVE CENTER FOR AN EXTENDED SYSTEM OF SOCIAL AND INTELLECTUAL COMMUNICATION. (REACTIONS FROM FOUR OTHER PARTICIPANTS WERE ALSO OBTAINED.) ALSO NOTED WERE BLOCKS AND IMPEDIMENTS TO EDUCATIONAL CHANGE, IMPLICATIONS FOR THE FUTURE OF UNIVERSITY ADULT EDUCATION, AND BASIC QUESTIONS FOR FURTHER EXPLORATION. (LY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01