ADULT EDUCATION IN CRISIS SITUATIONS Page...

Influence of Revolutions and Political Upheavals 15 enough to organize their continuing education on their own responsibility and without formal approval of the government. 4. The heads of the opposition groups, who inspired and motivated the political change, were intellectuals: priests, poets, artists, professors, journalists. It is extremely important to stress that these people succeeded in solidarity with the workers and the  man in the street All together they called themselves  the people. Without this solidarity there would have been no revolution, only a revolt, and the authoritarian state would have been restored. 5. In former times many experts in Western countries believed that after more than 40 years of Marxist rule the population of the countries in Eastern Europe could not possibly be acquainted with a democratic and liberal type of government. ( In Germany there existed an authoritarian political system ever since 1933). But in spite of the immense gaps in democratic education, many people in the Eastern European countries were quite well informed about the advantages of the  market economy and of liberal mobility in Western countries. They could not have obtained the information through the official adult education channels in the Marxist countries. It must have come from prohibited sources, for instance activities of free adult education in the framework of the churches, although the government had monopo­lized adult education and had forbidden public activities of churches and other independent institutions in adult education. What these institutions did can be called  underground adult education. The result was, that among active minorities of the people a lot of criticism against the ruling political system accumulated. 6. Authoritarian regimes depend always upon unity between govern­ment and population, including the acceptance of the dominant political ideology by the people. One of the tasks of totalitarian education is to produce and maintain this unity. But this unity became increasingly eroded, because the  man in the street did not profit sufficiently from Marxist rule; people wanted to have a better standard of living, which had been promised them since the beginning of the Marxist regime. In fact, what they got was an economic crisis, with a shortage of food and other necessities of daily life. On the other hand, people received more and more information about the  better life in liberal countries. 7. The  soft revolution created quite a new type of revolutionary process, not with power and punishment, but with methods of convincing Chapter Home  | TOC

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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