fresh hope for slow learning, 1926

A fresh hope is astir. From many quarters comes the call to a new kind of education with its initial assumption affirming that education is life – not merely preparation for an unknown kind of future living. Consequently all static concepts of education which relegate the learning process to the period of youth are abandoned. The whole of life is learning, therefore education can have no endings. This new venture is called adult education not because it is confined to adults but because adulthood, maturity, defines its limits…

Secondly, education conceived as a process coterminous with life revolves about non-vocational ideals. In this world of specialists every one will of necessity learn to do his work, and if education of any variety can assist in this and in the further end of helping the worker to see the meaning of his labor, it will be education of a high order. But adult education more accurately defined begins where vocational education leaves off. Its purpose is to put meaning into the whole of life.

Thirdly, the approach to adult education will be via the route of situations, not subjects. Our academic system has grown in reverse order; subjects and teachers constitute the starting-point, students are secondary. In conventional education the student is required to adjust himself to an established curriculum; in adult education the curriculum is built around the student’s needs and interests. Every adult person finds himself in specific situations with respect to his work, his recreation, his family-life, his community-life et cetera – situations which call for adjustments. Adult education begins at this point. Subject matter is brought into the situation, is put to work, when needed. Texts and teachers play a new and secondary rôle in this type of education; they must give way to the primary importance of the learner… The situation-approach to education means that the learning process is at the outset given a setting of reality. Intelligence performs its functions in relation to actualities, not abstractions.

In the fourth place, the resource of highest value in adult education is the learner’s experience. If education is life, then life is also education. Too much of learning consists of vicarious substitution of some one else’s experience and knowledge. Psychology is teaching us, however, that we learn what we do, and that therefore all genuine education will keep doing and thinking together.

Authoritative teaching, examinations which preclude original thinking, rigid pedagogical formulae – all of these have no place in adult education. ‘Friends educating each other’ says Yeaxlee, and perhaps Walt Whitman saw accurately with his fervent democratic vision what the new educational experiment implied when he wrote: ‘learn from the simple – teach the wise’. Small groups of aspiring adults who desire to keep their minds fresh and vigorous; who begin to learn by confronting pertinent situations; who dig down into the reservoirs of their experience before resorting to texts and secondary facts; who are led in the discussion by teachers who are also searchers after wisdom and not oracles: this constitutes the setting for adult education, the modern quest for life’s meaning.

E. C. Lindeman, The Meaning of Adult Education, 1926

 

 

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