New Discourses Shaping Contemporary Adult Education o Specific aspects of adult education according to Merriam and Grace; o There is no one specific, primary overarching theory of adult education; o Main point of Part Five of The Jossey-Bass Reader on Contemporary Issues in Adult Education; o Reflective practitioners must examine their informal theorizing and engage in comparative analysis; o Our invitation to Part Five.
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New Discourses Shaping Contemporary Adult Education
New Discourses Shaping Contemporary Adult EducationSpecific aspects of adult education according to Merriam and Grace; There is no one specific, primary overarching theory of adult education;Main point of Part Five of The Jossey-Bass Reader on Contemporary Issues in Adult Education; Reflective practitioners must examine their informal theorizing and engage in comparative analysis;Our invitation to Part Five.
Chapter 28:Toward a Modern PedagogyPostmodern pedagogy adulthood and how to achieve this stage of lifeThe social position that must be rejected Apple and the stratification of society, we must see that this is happening and become participatory in our thoughts and discussions, rather than literal we must question and reject this system (Foucault); The hegemonic system must be rejected in our postmodern world.
Four Positions that Must Be Rejected
The first position that must be rejected;The second position that must be rejected;The third position that must be rejected; The fourth position that must be rejected.
Postmodern KnowingPlacing Chapter 28, Toward a Postmodern Pedagogy as the first chapter of our discussion; Adult education as a contributor to adulthood;How can adult education facilitate a change in our culture to help expedite and advance the maturing of our society?
The death of the teacher, the subversion of the student, and the diffusion of powerNo longer is the teacher expected to occupy the central focus of the adult classroom.No longer is the student expected to accept the primary position of the teacher as the central focus of the adult classroom.The diffusion of power in the postmodern era
Toward a Postmodern PedagogyA postmodern pedagogy argues certain precepts, which include:ideological context;the many perspectives in which learners engage;stop fantasizing about autonomous fixed learning;seek to collectively construct knowledge.
Chapter 26: Attending to the Theoretical Landscape of Adult EducationChapter 26 Attending to the theoretical landscape of adult education: the functioning of the brain in adulthood;https://www.youtube.com/watch?v=jmxjV2lb1a0Our brain and Bohm; Impact of technology on the loss of participatory thought versus literal thought;Critical personal narrative and collaborative learning. Does theory travel?
The Theoretical Landscape of Adult EducationTheoretical landscape;Bohm and the importance of dialogue;Apple on learning and making world better;Goleman and emotional competencies.
Chapter 27:Culture jamming
Chapter 27Culture jamming
Chapter 27Chapter 27 Culture jamming
Chapter 29Activism as practice
Chapter 29Activism as practice
Chapter 29Activism as practice
Chapter 30Chapter 30 Freirean pedagogy;Just ire we are justified in feeling angry about the system that has deceived and controlled us;The purpose of adult education is for social education and social action;Youtube video of Friere and the importance of adult education for social action; https://www.youtube.com/watch?v=aFWjnkFypFA
Chapter 30Freiran pedagogy The Pedagogy of the OppressedFreiran pedagogy The Pedagogy of the OppressedJust ire we are justified in feeling angry about the system that has deceived and controlled us;The purpose of adult education is for social education and social action (praxis) which have historically been concerned with education for citizenship and social learning (Merriam & Grace, 2011, p. 437);Social learning is for cultural and community transformation [and] must be part of a radical praxis; critical social learning focuses on ethics, awareness, agency, options, decisions, dreams, actions, and possible realities (Friere, as cited in Merriam & Grace, 2011, p. 437).
Chapter 30Freiran pedagogyYoutube video of Friere and the importance of adult education for social action; https://www.youtube.com/watch?v=aFWjnkFypFAFreiries (1993) concept of conscientization fundamentally involves the concept of praxis, which is reflection with action. Freire stated revolutionary praxis cannot tolerate an absurd dichotomy in which the praxis of the people is merely that of following the leaders decisions (p. 107). He continued by stating that following such decisions is merely a reflection of the prescriptive methods of the dominant elites. Revolutionary praxis is a unity, and the leaders cannot treat the oppressed as their possessions (Freire, 1993, p. 107).
Questions at the Conclusion of our PresentationQuestion 1: What is the primary purpose of Adult Education?
Question 2: What changes must occur in order that our society will encourage all adults to participate in Adult Education?
Question 3: How must our society change in order to make Adult Education available to every adult?
Questions at the Conclusion of our PresentationQuestion 1: In light of Adult Education for all adults in our society, how are we addressing the problems of racism, prejudice, and discrimination so that education is open to all adults?
Question 2: What are one or two active steps you could take to help resolve the problem of racism, prejudice, and discrimination in your own occupational, thereby seeing that Adult Education is available and open to all adults?
Conclusion
Conclusion
References
References
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