ADULT EDUCATION IN CRISIS SITUATIONS Page...

12 Franz Pöggeler SOME REMARKS ON THE TERM  REVOLUTION AND ITS HISTORICAL SHAPES Though all revolutions strive for total upheaval of the existing order, the degree of revolutionizing education has differed from one revolution to the other. Perhaps the most extreme pattern of revolution of education was the Nazi Revolution after 1933, with a new priority of the Nazi youth organization in relation to family and school and adult education. 1  The German revolution of 1918, on the other hand, did not succeed in creating a new, democratic system of education; its main interest was directed more to economic and social needs. There was a similar situation after the Russian Revolution of 1917; an educational reform was planned, but only as the third or fourth step; for parliament and government a more urgent task was to limit the war reparations to an unavoidable minimum. In several revolutions of the 18th, 19th and 20th centuries the attempts to revolutionize the educational system were not especially successful. In the decade after the great French Revolution, Condorcet designed a universal plan for new institutions  of education, including peoples edu­cation, but on the whole he failed2 because  the force of old traditions was stronger than the ideas which Condorcet  propounded. In cases where reforms of the educational systems were instituted, the concern of the revolutionaries was more devoted to the schools for children and young people than to the education of adult citizens. However, it must be realized that not all revolutions were total and general; there were also specialized or partial revolutions, among which are the  scientific, the  industrial and the  technological revolutions. These have  much importance in terms of a fundamental reform of adult education. 3 Adult education  cannot but join these revolutions, if it does not want to lose contact with intellectual development. For instance, the  Urania Movement at the end of the 19th and the beginning of the 20th century was an answer to the  scientific revolution, and it made the new ideas 1 See Baldur von Schirach,  Revolution der Erziehung ( The Revolution of Education), Munich 1933. 2 See Erwachsenenbildung  in Österreich ( Adult Education in Austria), vol. 1/ 89 Special Report pp. 1- 4. 3 See Revolution, in: Der  Brockhaus, 2 vol. Wiesbaden 1984, p. 301.   Chapter Home  | TOC t t t

ADULT EDUCATION IN CRISIS SITUATIONS


About Book ADULT EDUCATION IN CRISIS SITUATIONS

Front Matter Front Cover Half Title Page Title PageCopyright Page Table Of Contents PrefaceContents I. CLARIFICATION OF CONCEPTSThe Influence of Revolutions and Political Upheavals on the Development of Adult Education INTRODUCTIONSOME REMARKS ON THE TERM REVOLUTION AND ITS HISTORICAL SHAPESTHE SOFT REVOLUTION IN CENTRAL AND EASTERN EUROPE — 1989 — AS AN ANDRAGOGICAL PHENOMENON THE IMPORTANCE OF POLITICAL AND INTELLECTUAL CRISES ON THE FATE OF ADULT EDUCATIONADULT EDUCATION AS AN INSTRUMENT OF POLITICAL REFORMPolitical Education and Propaganda as Concepts in Adult Education CLARIFICATION OF CONCEPTSTHE IMAGE OF MAN IN POLITICAL EDUCATION AND PROPAGANDA MECHANISMS OF CHANGE AND POLITICAL EDUCATION CONCLUSIONMartin Buber's and Ernst Simon's Concept of Adult Education in Crisis SituationINTRODUCTIONEDUCABILITY OF ADULTSCRISISEDUCATION IN CRISIS-SITUATIONS: CONCEPTION AND PHENOMENOLOGY SUMMARY AND CONCLUSIONSAfter the Crisis: The Promise of Adult Education FOUR CASE STUDIESAFTER THE CRISIS — THE PROMISEAFTER THE PROMISE — THE STRUGGLECONCLUSIONSBIBLIOGRAPHYII. NATIONAL CASE STUDIESArab-Jewish Reconciliation vis-a-vis an Irreconcilable Reality BIBLIOGRAPHYAdult Education to the Rescue in Thatcherite Britain Crisis Situations and Adult Education Response — Selected Cases From the United States of America INTRODUCTIONSOCIETAL PERCEPTIONS OF SELECTED CRISIS SITUATIONSCAUSES OF CRISIS SITUATIONSADULT EDUCATION IN SOCIETYSOCIETAL RESPONSE THROUGH ADULT EDUCATION1. Early Colonial Times2. American Revolutio3. The Mormon Trek4. Civil War5. World War I6. The Depression7. World War II8. The Civil Rights MovementCONCLUSIONREFERENCESThe Revolutionary Renewal of Society in the German Democratic Republic and its Consequences for Adult Education INTRODUCTIONTHE REVOLUTIONARY RENEWAL OF SOCIETY AND GENERAL CONSEQUENCES FOR THE REORGANIZATION OF EDUCATION, INCLUDING ADULT EDUCATION THE FIRST STEPS IN THE REORGANIZATION OF ADULT EDUCATIONa. Political education via the mediab. Adult education centersc. The popular dissemination of scienced. Training and further training for working people in the form of distance studyCONCLUSIONUnderstanding Conflict and Finding Ways Out — Teaching and Learning With Adults in Northern Ireland VIOLENCE AND THE STRUCTURE OF LIFE IN NORTHERN IRELAND UNDERSTANDING CONFLICT AND FINDING WAYS OUTSELECT BIBLIOGRAPHYAdult Education in Yugoslavia in Decisive Critical Situations From 1941 to the Present Time ADULT EDUCATION IN YUGOSLAVIA UNDER GERMAN OCCUPATION AND THE WAR OF NATIONAL LIBERATION ADULT EDUCATION UNDER THE POLITICAL AND ECONOMIC BLOCKADE FROM 1948 TO 1954 ADULT EDUCATION IN THE DISINTEGRATING PROCESSES FROM 1981 TO THE PRESENT TIME SUMMARYREFERENCESAnglo-American Re-education Programs for Germany, Their Immediate Failures and Their Long-term SuccessTHE PRECONDITIONS ON THE EDUCATORS' AND ON THE LEARNERS' SIDE THE SCHOOL SYSTEMTHE HANDLING OF THE NAZI PASTACTIVITIES FOR ADULTSCONCLUDING ASSESSMENTPOLITICAL EDUCATION OR SOCIALIZATION IN CRISIS SITUATIONSREFERENCESThe Lights and Shadows of Adult Education in Japan After the Second World WarVITA NUOVA OF SOCIAL EDUCATIONECONOMIC GROWTH AND ADULT EDUCATIONSOCIAL UNREST AND LIFE-LONG EDUCATIONA NEW STAGE OF LIFE-LONG EDUCATIONPRESENT TASKS OF ADULT EDUCATION IN JAPANREFERENCESIII. SELECTED AREAS OF PRACTICEThe Situation of Migrant Workers and the Contribution of Adult Education to Conflict Resolution Adult Education for PrisonersThe Role of the Ulpan in the Linguistic-Cultural Absorption of New ImmigrantsREFERENCES (in Hebrew)Literacy and DemocracyLITERACY — A PREREQUISITE TO DEMOCRACYMEANINGFUL LEARNING OF DEMOCRATIC CULTUREBALANCING TECHNOLOGICAL AND SOCIAL HUMANISTIC DEVELOPMENTSLEARNING TO DEFEND DEMOCRACY IN TIMES OF CRISISDEMOCRATIC ACCEPTANCE OF HETEROGENEITYCOMPONENTS OF DEMOCRATIC STUDIESDEMOCRATIZATION OF EDUCATION IN SUPPORT OF DEMOCRACYPROSPECTS FOR A BETTER FUTURE?Adult Education in Palestine Among German Jewish ImmigrantsSELF-HELP WAS THE REACTION UPON EXPULSIONTHE CULTURAL WORK OF THE GERMAN-SPEAKING IMMIGRANTS JAKOB SANDBANK'S LIFE AND WORKIV. IN THE SHADOW OF CATASTROPHEValues After the Holocaust: A Dimension of Adult Education Education After Auschwitz as a Perspective of Adult Education INTRODUCTIONTHE MESSAGE OF AUSCHWITZ FOR ADULT EDUCATION THE DEVELOPMENT OF GERMAN ADULT EDUCATION SINCE 1945 ADULT EDUCATION FOR ONE WORLD IS THE VISION OF A BETTER FUTURE IN VAIN?Back Matter AfterwordCRISIS: A WORLD PROBLEMCRISIS AS A LEARNING PROCESSPOLITICAL FUNCTIONS OF ADULT EDUCATION IN TIMES OF POLITICAL CRISISList of Conference ParticipantsBack Cover
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