ADULT EDUCATION IN CRISIS SITUATIONS Page...

14 Franz Pöggeler of the GDR, proclaimed some months before he had to leave his post, that  the wall between the two German states would exist even in 100 years. In fact, the wall was tottering a short time later. Except for Romania, the revolutions in Central and Eastern Europe took place without bloodshed and were rather peaceful, so that we can speak about a  soft revolution — quite a new type  of revolution, but still with all the essential elements of revolution. 6 1. This revolution was brought about by the people, and the most important means used have to do with discussion and dialogue, which are also primary factors in the education of mature citizens. 2. Critical citizens enriched their political knowledge particularly through printed media of opposition groups and information from West­ern radio and television stations — as a kind of compensation for a great gap in knowledge in the adult education system of their own country. Up to the revolution, foreign Western newspapers, magazines and books were not allowed in most of the Marxist states. The  soft revolution proved the truth of a sentence by Wilhelm Liebknecht:  Knowledge is power, and power is knowledge. 3. The resistance against the totalitarian governments was especially concentrated in intellectual groups, who staged their opposition activities in churches or similar institutions with a comparatively large degree of independence and internal freedom. For instance, the famous  Monday Marches of Leipzig started with prayers, lectures and discussions in a famous Protestant church.  Protestant, of course, has to do with  pro­test. Why were the universities and the official institutions of adult educa­tion, organized by the state and the regional authorities, not actively involved in the  soft revolution? They were bound to a strict admini­stration by political bodies and therefore not free enough. Of course, there was also a remarkable amount of criticism against the ruling system in the universities, but not so vigorous and effective as in the churches and opposition groups. The lesson is clear: independent groups, that stand for freedom of faith and of liberal thought, are essential components of a democratic polity and of liberal political adult education. Adult citizens are intelligent 6 Some authors insist that a political revolution is always violent.  See Revolution, in Der neue Herder, Freiburg/ Basel/ Wien, 1968, vol. 5, p. 308. Chapter Home  | TOC 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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