Transforming Causal Logics in Finnish Adult Education: Historical and Moral Transitions Rewritten

Autor/inn/en	Koski, Leena; Filander, Karin
Titel	Transforming Causal Logics in Finnish Adult Education: Historical and Moral Transitions Rewritten
Quelle	In: International Journal of Lifelong Education, 32 (2013) 5, S.583-599 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2012.740689
Schlagwörter	Foreign Countries; Adult Education; Educational Change; Moral Values; Educational Theories; Educational History; Lifelong Learning; Social Change; Disadvantaged; Social Class; Spiritual Development; Employment Potential; Neoliberalism; Economic Factors; Finland + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsreform; Moral value; Ethischer Wert; Educational theory; Theory of education; Bildungstheorie; History of education; Bildungsgeschichte; Life-long learning; Lebenslanges Lernen; Sozialer Wandel; Social classes; Soziale Klasse; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Neo-liberalism; Neoliberalismus; Ökonomischer Faktor; Finnland
Abstract	The aim of this paper is to explore the historical representations of adulthood, citizenship and the ideal social bonds of an individual and the society in the transforming moral orders of Finnish adult education. The research is based on a thematic reading of data, which consist of texts written during the past 150 years by theorists of adult education. In regard to the outcome of the analysis, it can be claimed that the definitions and relations, which define adult education/lifelong learning, adult individuals, citizenship and the society, are in perpetual motion transforming from spiritual determination to material determination and back. As a conclusion, we claim that adult education/lifelong learning is a morally regulated field of study, where morality is adapted to any social changes at any given time, marginalising social groups on moral grounds; from lack of spiritual aspirations to lack of employability skills and with a wrong attitude towards the ideals of neo-liberal economics in present-day society. The main result of our analysis is to address the importance of understanding the main logics of historical change in adult education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10