Learning at the Back Door: Reflections on Non-Traditional Learning in the Lifespan - Tapa dura

Charles Wedemeyer: scholar, author, teacher, administrator, internationalist, philosopher and creator of the ideas of open education and distance education. . . . [He was] a man who engineered a new educational system that would give opportunity for those whose only chance to learn was, at the back door. Michael Moore, "The American Journal of Distance Education"" Wedemeyer s account of the rise of university extension is lucid and his depictions of current and future controversies and concerns accreditation, quality assurance, access, media integration, mandatory continuing education, and the evolution of a bonafide theory of lifespan learning are clear and insightful. David C. Williams, "Lifelong Learning/The Adult Years"" "Charles Wedemeyer: scholar, author, teacher, administrator, internationalist, philosopher and creator of the ideas of open education and distance education. . . . [He was] a man who engineered a new educational system that would give opportunity for those whose only chance to learn was, 'at the back door.'"--Michael Moore, "The American Journal of Distance Education" "Wedemeyer's account of the rise of university extension is lucid and his depictions of current and future controversies and concerns--accreditation, quality assurance, access, media integration, mandatory continuing education, and the evolution of a bonafide theory of lifespan learning--are clear and insightful."--David C. Williams, "Lifelong Learning/The Adult Years"

Wedemeyer stresses that learning is a natural idiosyncratic, and continually renewable human trait and survival resource. It is not dependent upon teaching, schooling, or special environments, although—properly used—these resources enhance learning. There is a powerful subculture of independent learners who are responsible for much of the real progress that has been made in most areas on endeavor. This book attempts to explain this kind of learning and relate it to schooling, suggesting ways in which all learning—whether traditional or non-traditional—can be encouraged and improved through new kinds of educational institutions and processes.