ADULT EDUCATION IN CRISIS SITUATIONS Page...

16 Franz Pöggeler the masses. Also, it was a revolution with discipline and order: it started after a normal work- day at 5, 6 or 7 oclock, and because it took place during leisure- time, it can be called an  evening revolution, or  leisure-time revolution, that was suspended about midnight, so that the people could be back at their work- place early enough the next morning. The revolution was soft and peaceful, but determined to bring an immediate end to Marxist totalitarianism and the start of a new liberal democracy. This revolution was undoubtedly a struggle, but the weapons were argu­mentation, skillful rhymes and effective slogans, flaming speeches, inspir­ing political songs and symbols of a new freedom. And throughout, all the participants understood what was intended. 8. Obviously the ruling political authorities of the old system were wise enough to refrain from any aggressive intervention by police or soldiers. It is possible that this attitude was caused by political weakness and impotence. As a result, however, the Communist party has a mod­erate chance to survive in a new liberal democracy, but only in compe­tition with other parties in a regime of real pluralism. 9. Though the official system of adult education was not able to offer a liberal education to the people, the electronic media of information ( TV and radio) provided the necessary compensation, so that a great part of the population of the countries in Eastern Europe were and are able to compare Marxist and capitalist systems. Information is the precondition for emancipation — which is the most important goal of a revolution in educational and intellectual life. In October 1989 Waclav Havel, the famous poet, was not given a permit by his government to personally accept the German Peace Prize in Frankfurt, but only a few months later he became the president of a new free Czechoslovakia. The time between these two events can be called the revolution. 10. The Communist countries have always preferred vocational adult education and political education as kinds of ideological propaganda, and they limited liberal adult education as much as possible. But they failed in suppressing the vital demand of many adult people for a liberal education as the expression of their free thinking and acting. In future, the consequence will be, that those parts of adult education which care for a really liberal development of adult people and for training in political responsibility must be extended. 11. The new revolution in Central and Eastern Europe — in nearly all countries that were under Communist rule before — happened as an 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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