An Analysis of the Denotations of "Program" as Employed in Ordinary Language and Adult Education Discourse, with a Typology of Program Based on the Denotations.

Autor/in	Schwertz, Courtney
Titel	An Analysis of the Denotations of "Program" as Employed in Ordinary Language and Adult Education Discourse, with a Typology of Program Based on the Denotations.
Quelle	(1972), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Adult Educators; Classification; Componential Analysis; Context Clues; Language Patterns; Semantics; Speeches + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Classification system; Klassifikation; Klassifikationssystem; Sprachmodell; Sprachstruktur; Semantik
Abstract	This study attempted to clarify the concept "program" by systematically examining the use of the term "program." The term was examined as it is used in ordinary language and in adult education literature. After analysis of the term within these two contexts, a typology was developed from the uses identified. The typology was then utilized as an aid in determining those variables affecting the validity of propositions containing the term "program" or concepts referred to in the use of the term. The results indicated that there were five senses of "program," that is, system, plan, document, performance, and planning. The implications that these results have for the adult educator are noted. They are: (1) the term "program" should be explicitly defined if it is to be used as a symbol to communicate a concept within a useful principle; (2) the use of the term "program" should not be abandoned; (3) Hosper's idea of defining and accompanying characteristics can be used as a basis for clarifying other adult education central terms and concepts; and (4) if there is a cause-effect relationship between various senses of "program" then further study is needed of the various things that can go wrong and which mitigate the cause-effect relationship. (Author/JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01