Adult Literacy Education: An Ethical Endeavor.

Autor/in	Kazemek, Francis E.
Titel	Adult Literacy Education: An Ethical Endeavor.
Quelle	(1984), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Educators; Adult Literacy; Adult Programs; Community Education; Community Involvement; Democracy; Educational Benefits; Educational Needs; Educational Objectives; Educational Philosophy; Educational Practices; Ethics; Literacy Education; Program Content; Program Design; Program Development; Relevance (Education); Student Centered Curriculum; Student Needs; Student Participation; Teacher Responsibility + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Demokratie; Bildungsertrag; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Ethik; Programmgestaltung; Programme design; Programmaufbau; Programmplanung; Relevance; Relevanz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrverpflichtung
Abstract	Many of John Dewey's ideas concerning ethics and the universalization of democratic habits of thought and action are especially relevant to a discussion of adult literacy as a means of developing social intelligence in a democratic society. Dewey's basic ethical principles are manifest in approaches to adult literacy education such as those conceived and practiced by Horton and the Highlander Folk School, Freire, Hunter and Harman, Coles, and Kozol. Particularly relevant to a discussion of the objectives of adult literacy education is Dewey's faith in the individual for intelligent and responsible action. The implications of a basic faith in people's ability to reflect and decide what is good for them in the structure of adult literacy programs are various. For example, this basic faith means that program developers and literacy teachers must come to grips with the individual's, community's, and instructor's beliefs, mores, and perceptions of reality, as well as with the manner in which these overlap and interact. Then, program developers should devise community-based programs centering on local needs and themes that emerge from individuals in the community. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC