Twentieth Century Social and Contextual Factors Contributing to the Development of Adult Education Knowledge.

Autor/in	Long, Huey B.
Institution	Syracuse Univ., NY. Kellogg Project.
Titel	Twentieth Century Social and Contextual Factors Contributing to the Development of Adult Education Knowledge.
Quelle	(1990), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Literacy; Educational Change; Educational History; Educational Legislation; Educational Research; Higher Education; Philanthropic Foundations; Professional Associations; Social Influences; State Federal Aid + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsreform; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Philanthropismus; Sozialer Einfluss
Abstract	External factors in the development of adult education include the social context, contributions from other disciplines, and associations and government. There are four points in the evolution of adult education between 1925 and 1964: (1) the difference between its origins as a field of study and its genesis as a field of practice; (2) the impact of contributors; (3) the social condition in the United States; and (4) the creation of special interest groups. The knowledge base emerged from the contributions of lay people and scholars. After 1964, the study of adult education included related disciplines, foundations, and social contextual developments. The Ford Foundation and the W. K. Kellogg Foundation have provided support for adult education projects. Federal, state, and local governments increased their support of adult education programs in 1964 by directly funding a national program for adult literacy. The knowledge base reflects atheoretical approaches to problems of practice, and research does not build upon previous results. Knowledge tends to be dependent upon theoretical foundations from other disciplines. The Syracuse University Collection describes the influence of social factors, foundations, and governmental programs on the development of adult education. (36 references) (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC