Adult Education Between Past and Present Restraints and Future Prospects.

Autor/inn/en	Lavrnja, Ilija; Klapan, Anita
Titel	Adult Education Between Past and Present Restraints and Future Prospects.
Quelle	(2000), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adjustment (to Environment); Adult Education; Change Agents; Educational Change; Educational Cooperation; Educational Environment; Educational History; Educational Needs; Educational Objectives; Educational Practices; Educational Principles; Educational Theories; Educational Trends; Foreign Countries; Futures (of Society); Global Approach; International Cooperation; Linking Agents; Needs Assessment; Position Papers; Theory Practice Relationship; Trend Analysis + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsreform; cooperation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Bildungsprinzip; Educational theory; Theory of education; Bildungstheorie; Bildungsentwicklung; Ausland; Future; Society; Zukunft; Globales Denken; Internationale Kooperation; Internationale Zusammenarbeit; Bedarfsermittlung; Positionspapier; Theorie-Praxis-Beziehung; Trendanalyse
Abstract	Analysis of the theoretical and methodological basis for adult education is always somewhere between history, the present, and an orientation toward the future. The key questions that must be addressed when predicting the future of education are related to the following areas: determining how to overcome the restraints that are imminent to past and present; identifying those factors that have significant repercussions for education in the future; determining what adult education should be, both in terms of the development of every individual and the development of society at the macro and micro levels. The tendency in analyzing adult education's development in the future is to tie adult education to current factors of social development, particularly those derived from technological development. The different languages, cultures, traditions, ideologies, and economies existing in different countries are often viewed as barriers to cooperation in the theoretical and methodological convergence of adult education and its practical performance. However, it may be argued that the principle of globalization can be applied in the area of adult education more than in any other field of human activity and that the aforesaid differences should be considered motivations rather than barriers to cooperation in the area of adult education. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC