A History of Adult Education in Germany (1800-1933).

Autor/in	Pirtle, Wayne George
Institution	California Univ., Berkeley.
Titel	A History of Adult Education in Germany (1800-1933).
Quelle	(1966), (391 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Comparative Education; Cultural Education; Doctoral Dissertations; Educational Policy; Extension Education; Folk Schools; General Education; Group Discussion; History; Labor Education; Lecture Method; Library Services; Religious Education; Residential Programs; Vocational Education; Austria; Germany; Switzerland + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Vergleichende Erziehungswissenschaft; Culture; Kulturelle Bildung; Kulturelle Erziehung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Politics of education; Bildungspolitik; Erweitertes Bildungsangebot; Allgemein bildendes Schulwesen; Allgemeinbildung; Gruppendiskussion; Geschichte; Geschichtsdarstellung; Labour education; Arbeitserziehung; Bibliotheksarbeit; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Sozialer Wohnungsbau; Ausbildung; Berufsbildung; Österreich; Deutschland; Schweiz
Abstract	German adult education before 1933 stressed group experience in the family, clan, and culture rather than knowledge and the individual. Outside trends, expecially in England, Austria, Denmark, and the United States, repeatedly influenced the German movement. While lecture institutes, university extension, and other activities were important, the folk colleges were the greatest single force in German adult education. Grundtvig's emphasis on "intensive" adult education had a great impact on adult educators between the 1890's and 1933. A perennial goal was the healing of social divisions caused by regional differences, traditional class distinctions, and an elitist educational system based on classical scholarship. Major weaknesses in German adult education were poor communication between educators and participants, frequent failure to appeal to the working classes, lack of funds and respectability, lack of adequate facilities and cohesive organization, and inadequately trained personnel. Programs tended to be either "Old Direction" (formalistic), "New Direction" (broad and democratic), "neutral" (without controversial subjects), or linked with religious or political beliefs. (ly)
Anmerkungen	University Microfilms, 300 N. Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 66-15,469, MF $5.00, Xerography $17.80)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC