9780710074102 - Adult Education (International Library of Society) de Peers, Robert F. (1 resultados)

Cloth with dust jacket. Condición: Gut. 3rd ed. xvii, 374, 15 p. Der Schutzumschlag ist bestoßen und minimal eingerissen, Vorbesitzer-Stempel auf dem Vorsatz, die Seiten sind papierbedingt leicht nachgedunkelt, sehr vereinzelte Bleistift-Anstreichungen, ansonsten ein gutes Exemplar. / The dust jacket is scuffed and has a small tear; there is a previous owner's stamp on the endpaper; the pages have darkened slightly due to the paper; there are very few pencil markings; otherwise, it is a good copy. -- CONTENTS -- PREFACE TO THE THIRD EDITION -- PREFACE -- PART I -- THE BACKGROUND OF ENGLISH ADULT EDUCATION -- I THE GROWTH OF THE MOVEMENT FOR ADULT EDUCATION IN ENGLAND BEFORE 1850 -- The past tradition of adult education. The religious awaken- ing in the eighteenth century and the influence of Methodism. Social and economic change and the demand for popular education. The early adult schools. The Mechanics' Institutes. Education for social emancipation. -- II NEW VENTURES IN THE SECOND HALF OF THE CENTURY -- Revivals and new experiments. The later adult schools. The People's Colleges. The Christian Socialists. The London Working Men's College. Toynbee Hall. The transitional nature of these experiments. -- III THE BEGINNINGS OF THE MODERN MOVEMENT -- The changing situation. University extension. The move- ment for workers' education and the foundation of the -- Workers' Educational Association. The tutorial class and the closer partnership with the universities. The Oxford Con- ference of 1907 and the Report on Oxford and Working-class Education. -- IV THE MOVEMENT TAKES SHAPE -- Between the wars. The growth and character of the tutorial class movement. The occupational distribution of the early students; the subjects of study; the position and status of tutors. Post-war reconstruction and the Adult Education Report of 1919. The outcome of the recommendations. The Adult Education Regulations of 1924, 1931, and 1938 and their influence on the growth and changing character of the work. -- PART II -- THE PRESENT ORGANIZATION AND MAIN CHARACTERISTICS OF ADULT EDUCATION IN BRITAIN TODAY -- V THE PRESENT PATTERN -- The nature of the partnership and the position of the respon- sible bodies; the relations between them and their relations with the Department of Education and Science and local education authorities. Types of courses under more recent Regulations (1946 and 1955); their characteristics and chang- ing proportions. The W.E.A. share of university extra-mural programmes. The changing curriculum. Extra muros. The adult education centre. Residential colleges for adult educa- tion. -- VI ADULT EDUCATION FOR MEMBERS OF H.M. FORCES -- The background. Civilian aid to Services' education in the First and Second World Wars. The organization after the war. The work of the central and university committees. The changed need and the present organization. -- VII WORKERS' EDUCATION -- The changing conception of the need. The requirements of trade union education. The W.E.A. and the W.E.T.U.C. The dispute with the National Council of Labour Colleges. The T.U.C. takes over responsibility. The universities and trade union education. -- PART III -- THE ADULT STUDENT AND THE POSSIBILITIES OF ADULT LEARNING -- VIII THE ADULT STUDENT -- The voluntary character and the sense of purpose. Men and women. The occupations of adult students. The age distri- bution of adult students. The previous full-time education of adult students. Adult students and other social activities. Some conclusions. -- IX ADULT LEARNING -- The 'Plasticity' theory. The validity of conclusions drawn from experience. The measurement and meaning of 'intelli- gence'. The possibilities of adult learning. Sociological influ- ences on adult learning ability. Some remaining problems and tentative conclusions. -- PART IV -- TEACHERS AND METHODS -- X THE TUTOR IN ADULT EDUCATION -- The qualities needed in the tutor. The supply and recruitment of tutors. The training of tutors. The training of discussion group leaders. The need for gre.