A view of the philosophical development of adult education as influenced by Vincent, Lindeman, and Knowles.
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| Other Authors: | , , , |
| Format: | Thesis Book |
| Language: | English |
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1982.
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| Online Access: | ProQuest, Abstract Link to OAKTrust Copy Link to ProQuest Copy |
| Abstract: | The major purpose of this study was to identify and analyze the dominant themes in the critical thinking of John H. Vincent, Eduard C. Lindeman, and Malcolm S. Knowles and to make explicit the implications of these themes to the development of adult education. Four research questions were developed to meet the objectives of this study. They were: (1) What were the dominant characteristics of the philosophical orientations influencing education thought of the late nineteenth century, early twentieth century, and late twentieth century? (2) What were the dominant characteristics of the philosophical orientations of the adult education thought reflected in the works of John H. Vincent, Eduard Lindeman, and Malcolm S. Knowles? (3) Did the adult education thought have ideological ties with the society of which it was a part? (4) Did the key ideas from the thinking of each leader account for change? Procedures. To answer the research questions established to achieve the objectives, procedures followed were consistent with those of historical research using a philosophical approach. Procedural tasks included: (1) choosing the research subject; (2) establishing the research questions; (3) gathering the data; (4) analyzing the data; and (5) reporting the findings. Findings. (1) During the period 1865-1900 the American education system was influenced by idealism; from 1900-1950 by pragmatism; and from 1950-1980 by realism. (2) John Vincent's thought was characteristic of idealist thought; Lindeman's thought was characteristic of pragmatic thought; Knowles's thought was characteristic of realistic thought. (3) The thinking of adult education was congruent with the prevailing social thought. (4) Each adult educator's thought reflected change. Conclusions. Based on the findings of the study the conclusions produced four hypotheses which were: (1) Adult education thought will develop in the direction of the education thought in the American system of education. (2) Structured adult education knowledge is produced in relation to the seeking out and formulating of concepts about adult education phenomena. (3) A discipline of adult education will develop in relation to the development of a general concept of adult education. (4) Adult education will become a social reality in relation to its ability to defend a rationale for its continued existence. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Adult and Extension Education." |
| Physical Description: | xii, 297 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 285-296). |