Continuing Education of Adults in Colonial America.

Autor/in	Long, Huey B.
Institution	Syracuse Univ., NY. Publications Program in Continuing Education.
Titel	Continuing Education of Adults in Colonial America.
Quelle	(1976), (75 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Learning; Apprenticeships; Colonial History (United States); Educational History; Evening Programs; Individual Development; Lecture Method; Leisure Time; Nonformal Education; Self Actualization; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Apprenticeship; Lehre; History of education; Bildungsgeschichte; Evening studies; Evening class; Abendstudium; Individuelle Entwicklung; Freizeit; Non-formal education; Non formal education; Nichtformale Bildung; Self actualisation; Selbstverwirklichung; 'Women''s education'; Frauenbildung
Abstract	Designed to consolidate information about adult educational activities in colonial America, the publication covers self-directed learning, public lectures, apprenticeships and evening schools, education of women and girls, and leisure education. Advertisements and announcements from colonial newspapers published from 1765-1776 constituted the primary information source. Sources of assistance for self-directed learning activities included societies/associations, personal libraries and books, public libraries, newspapers, almanacs, and magazines. Self-directed learning was found to possess a rich heritage. An early form of continuing professional education was the college medical lectures. Also popular were the science lectures, with electricity being the most popular topic of the 18th century. Apprenticeships represented an adult education institution that provided an historical heritage; however, by 1700, a need for something else was recognized, and evening schools emerged to assist in "new world" adjustment. Although evidence of sex bias in the provision of formal education opportunities existed, formal educational opportunities appeared to be less important than informal opportunities. Differences in educational achievement may have been more economic than sex-biased. There was ample evidence of leisure-oriented education, as private masters in major cities offered instruction in foreign languages, painting, drawing and sketching, and needlework. (EA)
Anmerkungen	Syracuse University, Publications in Continuing Education, 224 Huntington Hall, 150 Marshall Street, Syracuse, N.Y. 13210 ($2.75 each; 10 copies, 10% discount; 20 or more copies, 20% discount)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01