Term 4-06
Adult Education in a Postmodern World.
In 1991, Robert J Blakely, the American Adult Educator and activist, mourned the death of Liberal Adult Education . Perhaps we see at the beginning of the 21st century, the first glimpse of the death of the Concept Adult Education per se. From a postmodern perspective, Adult Education from its various theoretical frameworks, can be seen to have failed to deliver its promise. The liberal educator’s view of a enlightened, utopian democratic society at peace with itself is definitely not evident. The adult educator as social activist can also be seen to have failed (or not yet succeeded) as poverty, disease, social disconnection and on-going low rates of participation in the democratic process by disadvantaged people continues. Usher and Edwards (2001) , point out that:
“In a situation where knowledge is constantly changing, and becoming more rapidly – almost overwhelmingly if unequally – available, globalizing processes result in a decentering of knowledge”
Can we support Usher and Edward’s view that knowledge has both been decentered and made less valuable? And if so, is this acknowledgement important?
Other recent theoretical constructions of adult education, particularly the concept of lifelong learning, have taken emphasis from the adult and placed learning more in a cradle to grave context. The framing of adult learning in this way has had the effect of shifting the funding of adult learning to more vocationally specific or outcomes focussed initiatives. It is unclear how these funding shifts will affect the adult learning landscape. What is clear though is that the new adult learners who will be entering any given learning context, be it on-line, face-to-face or in a community setting, will have many more past learning events by comparison with learners of even the very recent past. Perhaps learning for these individuals, will be more self motivated but less utilitarian and is likely to be short and in sample rather than a deep engagement.
The impact of new technologies such as the portable mp3 player which, is now delivering video, as it is combined with institutional delivery both within and across disciplines, will add dimension and flexibility never before available to learners. Further, the explosive increase in the sources of and variety of information will challenge adult education as a profession and practice requiring an on-going assessment of the place and task of adult educators.
So as we hurtle headlong and seeming out of control into the postmodern, multi-referenced, zero funded, not so brave new world, will adult education be able to adapt? I’ll get back to you on that.
Garry John Traynor
Principal
garry.traynor@scc.nsw.edu.au
The views expressed in this editorial are those of the author.
