EDU 525 Week 3: Evolution of Regulated Access

Slide
No
Topic Narration
1 Introduction Welcome to Perspective on Adult Education
In this lesson, we will examine the evolution of regulated
access to adult education.
Please go to slide number 2.
2 b!ective "pon completion of this lesson, #ou will be able to$
Anal#%e the forces that contributed to the growth of adult
education in the "nited &tates' and
Examine how adult education increased access to
education for underserved populations.
Please go to slide number (.
( &upporting )opics In this lecture, we will discuss$
)he earl# learning processes'
Education of minorities in earl# American'
)he *efferson+s Educational Proposal'
*ac,son+s -evolution' and
Experimental institutions.
Please go to slide number ..
. Earl# /earning
Processes
In the 10112s going to school was not a priorit# for man#
children. Instead of going to school the bo#s would learn
to do their fathers2 trades. If the bo# wanted to learn a
different trade when he got older, he would start an
apprenticeship.
Apprentices were people who trained for man# #ears to
become an artisan or s,illed wor,er. "suall# an
apprentice would train for seven or more #ears. At age
nine a bo# could become an apprentice and wor, long
hours to learn a trade. 3eing an apprentice was great wa#s
of helping a #oung bo# learn to ma,e his own living and
raise a famil#.
3en!amin 4ran,lin is an exemplar# apprentice, who
completed his formal school at the age of 11. 4ran,lin
learned the printing apprenticeship and gained access to
boo,s and writing, resulting in his indulgence to
independent stud#.
In colonial times trades li,e blac,smiths, coopers, or
wheelwrights were important. )here were no factories
and people depended on these tradesmen to provide for
man# of their needs. In those da#s learning a trade often
replaced a formal education. In colonial times, it was ver#
difficult to live without these trades
5olonial apprenticeship served as a social, economic,
religious, and humanitarian advancement and also to
reinforce certain social imperatives b# constraining
freedom and mobilit#.
At the late 1011 centur#, evening schools emerged in
ma!or cites. )#picall# their curriculum began with
elementar# courses in reading, writing, and arithmetic and
offered some advanced courses in languages, business and
technical sub!ects.
Evening school survival depends on meeting the needs of
the communities. In larger cities such as 5ambridge and
/awrence, 6assachusetts, immigrants highl# influenced
these schools. 6ost immigrants could not read or write
and b# attending evening school their literac# rate
obviousl# improved. )his soon led to classes that were
devoted to non7English spea,ing immigrants.
Please go to slide number 8.
8 Earl# /earning
Process, continued
Is it mandator# that all children to attend school9 It is the
law9
In the earl# and mid nineteenth centur#, this was not the
case. In this period, man# people dropped out of school
for a variet# of reasons including, lac, of interest. 6an#
had to go to wor, to help support their families. 6an#
women did not attend school in order to tend to the
housewor, and to bab#sit #ounger siblings. )hese
conditions created the need for an alternative for people
who could not attend school in the da#time. )his is
another reason wh# the evening school came about.
In 1::0, 6assachusetts was the first state to pass a law
mandating all minor who could not read or write English
to attend evening schools.
An evening school is an extended curriculum administered
during the evening hours. Evening classes emerged as a
substitute for the non-vocational obligations under the
apprenticeship contract from basic instruction in literacy
and arithmetic to more practical and vocational subject
matter.
Please go to slide number ;.
; 5hec, <our
"nderstanding
0 Education of
6inorities in Earl#
America
=ender, race, social class and religion were among the
factors influencing participation in colonial adult
education.
)he education of women was influenced b# different
beliefs. 4or example, the Puritans believed that women
should be illiterate in order to ensure salvation, not to
encourage independent intellectual growth.
Adult minorities such as >ative Americans and African
Americans had limited access to adult education because
of their assigned social roles.
Earl# legislation outlawed the education of slaves. In the
10.1s, &outh 5arolina declared it illegal to teach slaves to
write. n the other hand, during this period education for
>ative Americans attracted substantial attention, with
institutional provisions in schools, and colleges,
apprenticeship, training in colonists+ home and education
in England.
Please go to slide number :.
: *efferson+s
Educational
Proposal
)homas *efferson is ,nown his ?uote$ all men are created
equal , #et he owned slaves' he did discriminate in the
education of genders' and did extol the manner in which
American Indians governed themselves, #et advocated
pushing them out of the wa# as the American empire
moved westward
*efferson cited a direct correlation between literac#,
citi%enship and successful self7government. With literac#
came ,nowledge and discernment and with these came the
means of safeguarding self7government and independence.
*efferson h#pothesi%ed that literac# and self7government
wor, hand in hand and was a ,e# component to self7
preservation. )he basis for *efferson2s belief s#stem on the
merits of literac# was derived from his own personal
experiences related to reading in the pursuit of ,nowledge.
-eading paved the wa# for self7discipline, self7
governance, and self7efficac#. *efferson viewed the lin,
between literac# and successful citi%enship as
unambiguous and direct. @e saw literac# as a liberating
and transforming force the e?uali%er for the masses and
the essential mechanism necessar# for human liberation.
*efferson believed that things seen, heard and read 77
above all read 77 became part of a man and in the earl#
stage of his life grew with him. /earning them too, place
b# a man forming a !udgment based upon an#thing that
came along, relating past experience, thought, facts that
stuc, his memor#, loo,ing things up in a scrapboo,, in
records, going bac, to the original source once more.
*efferson2s approach to understanding the entiret# of the
intelligible world, natural and human, and each in relation
to each other was enc#clopedic in the original meaning of
the word' that is it aimed at the development of an all
inclusive ,nowledge of facts related to each other within a
continuum of natural historical life.
Please go to slide number A.
A &pread of /iterac# 3# the earl# 1A
th
centur#, literac# has become more
popular among the various groups. >ewspapers began to
circulate to promote literac#, libraries and reading rooms
became a popular form of voluntar# association.
In 1A:(, following the >ew <or, &un publication, the new
penny press aided in the growth of literac#. )he Penn#
Press became popular with the American public because
while other papers were priced around six cents, the# were
able to sell their paper for !ust a penn#. )he low price
made newspapers and the news available to more than !ust
upper class citi%ens for the first time.
Agricultural societies also pla#ed a part in the spread of
literac#. Buring this period, reformers such as =eorge
Washington, )homas *efferson, *ohn Adams and *ames
6adison attempted to show the benefits of modern
sciences, while wor,ing farmers proved s,eptical of book
farming and were disinclined to emulate the experiments
of the great estates.
In 1:11 Watson organi%ed the 3er,shire Agricultural
&ociet# for the explicit purpose of sponsoring an annual
agricultural fair in Pittsfield that had actuall# come to
pass. 3# 1:1; he decided to retire from farming in order
to return to Alban#, where he could activel# lobb# for
legislation establishing count# agricultural societies in
>ew <or, &tate. In addition, he activel# lectured and
published on the merits of agricultural innovations and
tried to show the benefits of modern science to wor,ing
farmers.
Please go to slide number 11.
11 &pread of /iterac#,
continued
Associations formed to establish the proliferating utopias
and religious cults pla#ed a big role in education. )he#
extend the notion of individual perfectibilit# to one of
communal perfectibilit#, using education as the driving
force of social changes.
-obert wen sought to create a perfect societ#. @e
adopted the teaching of the materialistic philosophers
where man2s character heredit# and is influenced b# the
environment of the individual during his lifetime, and
especiall# during his period of development.
In the industrial revolution most of his class saw onl#
chaos and confusion. @owever, he saw in it the
opportunit# of putting into practice his favorite theor#, and
so of bringing order out of chaos which is "topian
socialism.
"topian socialism, describes how people would live if
everyone adhered to the socialist ethic. It is believed to$
Inspires the oppressed to struggle and sacrifice for a better
life'
=ives a clear meaning to the aim of socialism' and
Bemonstrates how socialism is ethical, that is, that the
precepts of socialism can be applied without excluding or
exploiting an#one.
Please go to slide number 11.
11 )he Elaborated
Experiment
)here are three complementar# pro!ects that blossomed
and influenced adult education in the late 1:
th
centur#.
)hese are mechanics institiues, l#ceums and lecturing.
"nder the 6echanics+ Institutes, *erem# 3entham is
,nown for his doctrine of utilitarianism which was to
guide his life2s wor,.
3entham propounded this doctrine somewhat naivel# as a
self7evident truth and expected all men of wisdom would
agree with him. @e did not reali%e in 100; the degree to
which the self7interest of those in power would resist such
a principle.
=eorge Emerson is ,nown for his wor, in identif#ing the
institutes+ ob!ectives, which means to give to persons
whose time is chiefl# occupied with the business of labor,
,nowledge of a ,ind to be directl# useful in their dail#
pursuits.
Please go to slide number 12.
12 )he Elaborated
Experiment,
continued
!ceu"s were a ver# popular form of adult education that
spread across the "nited &tates between the 1:(1s and the
5ivil War.
#osia$ %ol&rook established the first l#ceum in
6assachusetts in 1:2;, but b# the 1:(1s a number of
communities in hio had also created their own l#ceums.
In 1:(1, the >ational American /#ceum was founded.
/#ceums provided both education and entertainment for
its audiences. &pea,ers gave lectures on a variet# of
topics, from histor# to literature to scientific theories. A
l#ceum also schedules a public debate on a sub!ect of
interest to the communit#, and often members were
divided into smaller groups who met to discuss assigned
readings. /#ceums often fostered social reform
movements, such as abolitionism or temperance.
After the 5ivil War, l#ceums began to disappear. A new
educational effort was created in the 5hautau?ua
6ovement. @owever, in the decades after the war, it didn+t
reach the level of popularit# of the original l#ceum
movement.
Please go to slide number 1(.
1( )he Elaborated
Experiment,
continued
Adult education developed in the 1:(1s, lecturers were
demanding higher fees and instructions were expecting
more of lectures.
Ralp$ Waldo E"erson, whose original profession and
calling was as a "nitarian minister, left the ministr# to
pursue a career in writing and public spea,ing.
6an# public lectures were ver# popular. 3# 1:8;,
Emerson was lecturing and commenting on the ambitious
cultural expectations he encountered. @e tried out most of
his lectures on his fellow townsmen before venturing on
the lecture circuit.
Please go to slide number 1..
1. &ummar# We have now reached the end of this lesson. /et+s ta,e a
loo, at what we+ve covered.
4irst, We discussed the forces that contributed to the
growth of adult education in the "nited &tates including
apprenticeship, evening schools, different mandates.
>ext, we examined how adult education increased access
to education for underserved populations.
We also discussed how literac# spread through cheap and
popular publications, agricultural societies and also
different self7contained utopian communities.
4inall# we discussed the importance of mechanics
institutes, l#ceums and lecturing and there influence on
adult education.
)his completes this lesson.