Adult Literacy as Educational Process. Literacy Lessons.

Autor/in	Roy-Singh, Raja
Institution	International Bureau of Education, Geneva (Switzerland).
Titel	Adult Literacy as Educational Process. Literacy Lessons.
Quelle	(1990), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Learning; Adult Literacy; Age Differences; Andragogy; Basic Skills; Critical Thinking; Educational Objectives; Educational Philosophy; Foreign Countries; Illiteracy; Literacy Education; Student Centered Curriculum + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Age; Difference; Age difference; Altersunterschied; Andragogics; Andragogik; Basic skill; Grundfertigkeit; Kritisches Denken; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Analphabetismus
Abstract	There are 900 million illiterate people in the world. Because of reflective insights and creative research during the last two decades, the literacy process is no longer conceived as a training process that concentrates exclusively on implanting specific mechanical skills. It is now recognized as an educational process, as an unfolding of human potential. The educational process is rooted in the human condition and is expressed variously in forms and contents, in practices and methods, in organizations and structures, and in authority, power, and freedom. Myths about literacy and illiterate people foster conceptions of illiteracy as a disease to be eradicated or a pest to be liquidated and of illiterate persons as people afflicted with illiteracy or as flawed, empty vessels. Under these conceptions, the illiterate learner is considered to be a blank slate, a receiver rather than a participant, and a person to be saved. The practices fostered by the "literacy as salvation" philosophy are centered almost exclusively on the technical drills of reading and writing and other methods appropriate for young children. These practices should be eliminated as the attitudes of the last two decades become more widespread. Among those attitudes are: (1) the adult learner has the central role in defining goals and learning needs; (2) learning is perceived as a continuous and deepening process of critical awareness; and (3) and the diversity of the aims of literacy action is recognized. (CML)
Anmerkungen	International Bureau of Education, P.O. Box 199, 1211 Geneva 20, Switzerland.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC