Pub Date : 2023-08-01DOI: 10.1177/10451595221149765
Chad Hoggan, Tetyana Hoggan-Kloubert, Renee Owen
Democracy is not only a system of government, but also an overarching way of living together. It is through the social structures we live in and the resulting social relations, behaviors, and norms emanating from those structures, that we learn how to live together, democratically or otherwise. Adult education can promote the learning of democracy by helping people develop social structures that are democratic in form and function. Drawing on examples from Europe and the U.S., this article presents two such structures: (1) the system of voluntary associations in Germany; and (2) sociocracy as a form of democratic institutional governance. This article discusses how these structures can promote processes through which participants practice living democratically. Six principles for adult civic learning are thus derived: Inclusivity, Horizontal Relationships, Polycentricity, Confluence of Expert and Amateur, Interdependence between Specific Situations and Larger Contexts, and the Reciprocal Nature of Civic Learning and Solidarity.
{"title":"Living Democracy: Social Structures that Promote Civic Learning","authors":"Chad Hoggan, Tetyana Hoggan-Kloubert, Renee Owen","doi":"10.1177/10451595221149765","DOIUrl":"https://doi.org/10.1177/10451595221149765","url":null,"abstract":"Democracy is not only a system of government, but also an overarching way of living together. It is through the social structures we live in and the resulting social relations, behaviors, and norms emanating from those structures, that we learn how to live together, democratically or otherwise. Adult education can promote the learning of democracy by helping people develop social structures that are democratic in form and function. Drawing on examples from Europe and the U.S., this article presents two such structures: (1) the system of voluntary associations in Germany; and (2) sociocracy as a form of democratic institutional governance. This article discusses how these structures can promote processes through which participants practice living democratically. Six principles for adult civic learning are thus derived: Inclusivity, Horizontal Relationships, Polycentricity, Confluence of Expert and Amateur, Interdependence between Specific Situations and Larger Contexts, and the Reciprocal Nature of Civic Learning and Solidarity.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/10451595231193420
Davin Carr-Chellman, Carol Rogers-Shaw, Lilian H. Hill
This special issue of Adult Learning emerges amid global trends of dedemocratization, corruption, fragmenting political order, and aggressive social and political polarization. It proposes frameworks, concepts, and approaches for imagining the role of Adult education in this challenging context. Historically, Adult education research and practice has interpreted itself as a beacon of principled democratic process, guided by the spirit of openness, access, and personal and social progress. As the recent Summit for Democracy called for participants to renew democracy at home and confront autocracy abroad, the editors and authors of this issue apply this framework of renewal to the research and practice of our field in this uncertain context (See (https://www.state. gov/summit-for-democracy/). Adult education for democracy is crucial (Lima, 2022). John Dewey (1916/1944) characterized democracy as “more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience” (p. 87). He described the ideal conditions of democracy as requiring “a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder” (p. 99). Eduard Lindeman (1987), for example, stressed, that Adult education should be prepared, amongst other things, to “reveal to people the nature of those democratic disciplines which describe the thought and conduct of persons living within
{"title":"Democracy and Adult Education Practice: Pathways Towards Renewal","authors":"Davin Carr-Chellman, Carol Rogers-Shaw, Lilian H. Hill","doi":"10.1177/10451595231193420","DOIUrl":"https://doi.org/10.1177/10451595231193420","url":null,"abstract":"This special issue of Adult Learning emerges amid global trends of dedemocratization, corruption, fragmenting political order, and aggressive social and political polarization. It proposes frameworks, concepts, and approaches for imagining the role of Adult education in this challenging context. Historically, Adult education research and practice has interpreted itself as a beacon of principled democratic process, guided by the spirit of openness, access, and personal and social progress. As the recent Summit for Democracy called for participants to renew democracy at home and confront autocracy abroad, the editors and authors of this issue apply this framework of renewal to the research and practice of our field in this uncertain context (See (https://www.state. gov/summit-for-democracy/). Adult education for democracy is crucial (Lima, 2022). John Dewey (1916/1944) characterized democracy as “more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience” (p. 87). He described the ideal conditions of democracy as requiring “a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder” (p. 99). Eduard Lindeman (1987), for example, stressed, that Adult education should be prepared, amongst other things, to “reveal to people the nature of those democratic disciplines which describe the thought and conduct of persons living within","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/10451595221145203
Wendy Griswold
{"title":"“I Now Have Hope”: Participatory Democracy and Adult Education in Marginalized Communities","authors":"Wendy Griswold","doi":"10.1177/10451595221145203","DOIUrl":"https://doi.org/10.1177/10451595221145203","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"56 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/10451595231166726
Susan J. Barcinas, M. Jayne Fleener
Adult education has historically played a role in modern democracies in support of civic participation and democratic engagement. In the context of a relatively stable and unchanging society, learning “about” and participating “in” the democratic process allow for tweaking the mechanisms of democracy. In present times, taken for granted democratic practices inadequately address the spirit of democracy as social and environmental changes undergo rapid and unanticipated changes. In the context of a past, present, and futures, democracy’s future/s is a vast, complex system that offers practical and inspirational hope to communal living. Anticipatory futures perspectives explore our relationships with the future beyond that of prediction to understand and develop human capacities to enact necessary and important changes for unknown and unanticipated futures. This paper explores the role of adult education in supporting a deep democracy approach for creating more sustainable, ecological, and just futures by developing our relationship with the broad spectrum of anticipatory futures.
{"title":"Adult Education, Futures Literacy, and Deep Democracy: Engaging Democratic Visioning and Anticipatory Futures For More Sustainable Futures","authors":"Susan J. Barcinas, M. Jayne Fleener","doi":"10.1177/10451595231166726","DOIUrl":"https://doi.org/10.1177/10451595231166726","url":null,"abstract":"Adult education has historically played a role in modern democracies in support of civic participation and democratic engagement. In the context of a relatively stable and unchanging society, learning “about” and participating “in” the democratic process allow for tweaking the mechanisms of democracy. In present times, taken for granted democratic practices inadequately address the spirit of democracy as social and environmental changes undergo rapid and unanticipated changes. In the context of a past, present, and futures, democracy’s future/s is a vast, complex system that offers practical and inspirational hope to communal living. Anticipatory futures perspectives explore our relationships with the future beyond that of prediction to understand and develop human capacities to enact necessary and important changes for unknown and unanticipated futures. This paper explores the role of adult education in supporting a deep democracy approach for creating more sustainable, ecological, and just futures by developing our relationship with the broad spectrum of anticipatory futures.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/10451595231182445
Andrew Moss
For over a century, community colleges have represented a crucial component of the American higher education system. In The Community’s College: The Pursuit of Democracy, Economic Development, and Success, Robert Pura and Tara Parker seek to refute any historically reductive conceptualizations of community colleges by providing an anecdotally driven rebranding of their subject as a consequential resource on numerous contemporaneous fronts. Pura, a former community college president, and Parker, a university educator and researcher, posit community colleges as fundamentally structured to aid against the throes of modern economic instability. The authors also envision community colleges as critical touchpoints for civic engagement and as the bastions of American democracy. Pura and Parker promptly outline their central themes in the book’s introductory section: community colleges are expected to engage a broad population of students with various vocational intentions, and yet these institutions remain comparatively underfunded and are unable to increase revenue through the mechanisms employed by four-year universities. Despite the challenges presented to these institutions, the authors assert that community colleges, particularly when fiscally solvent, are inherently positioned to promote educational equity to an even greater degree than their fouryear counterparts. Pura and Parker ultimately conclude that mission-driven leadership from an administrative level can be the catalyst for maximizing the potential of community colleges. The authors frame their narrative structure in each chapter through Pura’s experiential lens and Parker’s corresponding critical reflections. Parker’s sections add a particularly valuable contextualization of current disparities that exist in the higher education continuum. Every chapter concludes with provocative questions which are intended to generate discourse among community college personnel. The first four chapters provide readers with an overview of the philosophical framework and operational mechanics of community colleges. In these sections, Pura weaves personal anecdotes with seminal works from philosopher John Dewey to frame community colleges as entities that are inextricably linked with an idealized fulfillment of American democracy. Pura’s own leadership philosophy is most evident in Chapter 4, which
{"title":"Book Review: The Community’s College: The Pursuit of Democracy, Economic Development, and Success","authors":"Andrew Moss","doi":"10.1177/10451595231182445","DOIUrl":"https://doi.org/10.1177/10451595231182445","url":null,"abstract":"For over a century, community colleges have represented a crucial component of the American higher education system. In The Community’s College: The Pursuit of Democracy, Economic Development, and Success, Robert Pura and Tara Parker seek to refute any historically reductive conceptualizations of community colleges by providing an anecdotally driven rebranding of their subject as a consequential resource on numerous contemporaneous fronts. Pura, a former community college president, and Parker, a university educator and researcher, posit community colleges as fundamentally structured to aid against the throes of modern economic instability. The authors also envision community colleges as critical touchpoints for civic engagement and as the bastions of American democracy. Pura and Parker promptly outline their central themes in the book’s introductory section: community colleges are expected to engage a broad population of students with various vocational intentions, and yet these institutions remain comparatively underfunded and are unable to increase revenue through the mechanisms employed by four-year universities. Despite the challenges presented to these institutions, the authors assert that community colleges, particularly when fiscally solvent, are inherently positioned to promote educational equity to an even greater degree than their fouryear counterparts. Pura and Parker ultimately conclude that mission-driven leadership from an administrative level can be the catalyst for maximizing the potential of community colleges. The authors frame their narrative structure in each chapter through Pura’s experiential lens and Parker’s corresponding critical reflections. Parker’s sections add a particularly valuable contextualization of current disparities that exist in the higher education continuum. Every chapter concludes with provocative questions which are intended to generate discourse among community college personnel. The first four chapters provide readers with an overview of the philosophical framework and operational mechanics of community colleges. In these sections, Pura weaves personal anecdotes with seminal works from philosopher John Dewey to frame community colleges as entities that are inextricably linked with an idealized fulfillment of American democracy. Pura’s own leadership philosophy is most evident in Chapter 4, which","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/10451595231161345
Linnea M Haren Conely, Leslie A Cordie
Using structural regression analyses, data from the U.S. 2017 Program on International Assessment of Adult Competencies (PIAAC) background survey were examined to test the effect of informal learning (observed through everyday activities, such as reading the newspaper or using the Internet to find information about issues) on civic engagement (observed through volunteerism, political self-efficacy, and social trust). Results showed a positive relationship between informal learning and civic engagement with ICT-related activities having the strongest effect. This effect was mediated by presence of a lifelong learning mindset (LLM) observed through traits related to learning motivation and persistence. Although a majority of respondents indicated agreement with LLM attitudes and behaviors, they also reported low frequencies of volunteerism and less agreement with political self-efficacy and social trust statements. The need for governments to provide meaningful opportunities for citizens to contribute their knowledge to the community, thus enabling a learning democracy, is discussed in light of these findings.
{"title":"The Learning Democracy: The Relationship Between Adult Informal Learning, Lifelong Learning Mindset, and Civic Engagement","authors":"Linnea M Haren Conely, Leslie A Cordie","doi":"10.1177/10451595231161345","DOIUrl":"https://doi.org/10.1177/10451595231161345","url":null,"abstract":"Using structural regression analyses, data from the U.S. 2017 Program on International Assessment of Adult Competencies (PIAAC) background survey were examined to test the effect of informal learning (observed through everyday activities, such as reading the newspaper or using the Internet to find information about issues) on civic engagement (observed through volunteerism, political self-efficacy, and social trust). Results showed a positive relationship between informal learning and civic engagement with ICT-related activities having the strongest effect. This effect was mediated by presence of a lifelong learning mindset (LLM) observed through traits related to learning motivation and persistence. Although a majority of respondents indicated agreement with LLM attitudes and behaviors, they also reported low frequencies of volunteerism and less agreement with political self-efficacy and social trust statements. The need for governments to provide meaningful opportunities for citizens to contribute their knowledge to the community, thus enabling a learning democracy, is discussed in light of these findings.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/10451595231153133
Jill Zarestky, Lauren Vilen
Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic processes, yet, once adults leave formal education, there are woefully few opportunities for the general public to learn or engage with STEM content. Adult education as a field has an important obligation to continue to support adults’ STEM learning. This obligation includes helping scientists and STEM educators better connect to adult learners in informal and nonformal settings. This paper explores adult STEM education for democratic participation. We begin with an overview of adult STEM education, followed by STEM knowledge and skills, with a focus on the utility and value of scientific processes and ways of thinking. We then continue with the function of STEM learning in democratic processes followed by frameworks of adult STEM, specifically scientific literacy and place-based education, and conclude with implications and recommendations for adult education practice.
{"title":"Adult STEM Education for Democratic Participation","authors":"Jill Zarestky, Lauren Vilen","doi":"10.1177/10451595231153133","DOIUrl":"https://doi.org/10.1177/10451595231153133","url":null,"abstract":"Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic processes, yet, once adults leave formal education, there are woefully few opportunities for the general public to learn or engage with STEM content. Adult education as a field has an important obligation to continue to support adults’ STEM learning. This obligation includes helping scientists and STEM educators better connect to adult learners in informal and nonformal settings. This paper explores adult STEM education for democratic participation. We begin with an overview of adult STEM education, followed by STEM knowledge and skills, with a focus on the utility and value of scientific processes and ways of thinking. We then continue with the function of STEM learning in democratic processes followed by frameworks of adult STEM, specifically scientific literacy and place-based education, and conclude with implications and recommendations for adult education practice.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1177/10451595231187835
S. Jarvis
The purpose of the article is to address of the decline of democracy in adult education that was identified in the 2021 UNESCO report. Embedding an Indigenous perspective into the adult education curriculum is suggested for a reconstruction of democracy. The Métis perspective aligns with Western intrinsic motivational philosophy as well as traditional and new adult educational approaches, but it goes beyond these by a communal non-anthropocentric governance: otipemisiwak (selves-governing), wâhkôhtowin (all related), and manito (good vibe) (OWM). I will also introduce ways this perspective has been applied into the curriculum.
{"title":"A Métis Approach for Beyond Democracy: Otipemisiwak (Selves-Governing), Wâhkôhtowin (all Related), and Manito (Good Vibe) (OWM)","authors":"S. Jarvis","doi":"10.1177/10451595231187835","DOIUrl":"https://doi.org/10.1177/10451595231187835","url":null,"abstract":"The purpose of the article is to address of the decline of democracy in adult education that was identified in the 2021 UNESCO report. Embedding an Indigenous perspective into the adult education curriculum is suggested for a reconstruction of democracy. The Métis perspective aligns with Western intrinsic motivational philosophy as well as traditional and new adult educational approaches, but it goes beyond these by a communal non-anthropocentric governance: otipemisiwak (selves-governing), wâhkôhtowin (all related), and manito (good vibe) (OWM). I will also introduce ways this perspective has been applied into the curriculum.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89609024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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