History of adult education

Jointly edited with Gerald Normie, these are papers from a conference on residential adult education, held in Oxford in 1991. They encompass historical perspectives and contemporary reflections, with authors from Britain, Sweden and Australia.

The chapter presents an outline of the history of Folk High Schools in Sweden. The analysis includes mainly social and political determinants of their functioning in Poland’s northern neighbor. The main trends of the evolution of social functions of these institutions has also been presented encompassing 145 years of their functioning: from the educational center for peasantry (before 1918) – through the educational institution catering for the needs of social movements (1918-1968) to the concept of skola för alla (Eng.: School for All). Because of the gaps in international writing in this scope, an emphasis has been put on ideas concerning the origins of Folk High Schools in Sweden as well as on a quantitative analysis of their activities during the last decades. The entire analysis has been presented against the background of Polish interests concerning the Swedish folkhögskolor (and folkbildning) from the half of the 19th century until the present day.

This study aims to articulate the students' perception about cyber bullying, particularly on social media. Even though ICT technology provides a large number of benefits, particularly those who are young, as Campbell (2005) has pointed out that it has also a "dark side" (p. 68). Particularly after the intensive and extensive use of the social media, the impact of the cyberbullying has dramatically increased, but it is rarely discussed and prevented. Hence, in this study, the forty-five participants were selected from two different universities and by using phenomenological analysis (Moustakas, 1994), eight research questions were answered in the semi-structured interviews, which were approximately 45 minutes in length. By gathering theoriginal data were gathered from 'naive' descriptions the experiences related to cyber bullying were taken into account based on reflection and interpretation of the participant's different stories. The collected data were analyzed in Atlas.ti 6 in order to make depth study. Additionally, there were limitations in terms of selecting the participants since a few students wanted to share their personal experiences. As a result, the data showed that the students had inevitably affected by the cyber bullying in the social media in many ways. Among ali these students, the female students had been influenced to a greater degree comparing to male students. Most (96%) of the participants agreed that social relations had changed a lot and they had to have connections with their friends through the social media. The students— particularly females—viewed cyber bullying as a problem, but no one rarely discussed at the university. More importantly a large number (89%) felt loneliness and they did not know how to behave properly. Most (91%) students did not see any helpful resources when dealing with cyber bullying. Students (82%) were currently experiencing the majority of cyber bullying instances outside of the school day, but they had direct relationship with the events at the university. Students (84%) were not able to suggest some basic strategies in order to deal with cyber bullying. They (79%) agreed that they did not know how to respond to cyberbullying. Additionally, a large number of the (94%) participants agreed that the effects would be different on the elite environments comparing to the socially disadvantaged environments. They (96%) pointed out that the future of social media had been changing in terms of education and learning so that they did not have any chance to ignore the social media. Most (85%) of the participants clarified that the university social environment, centres and counselling offices would develop a better network and understanding in order to decrease cyber bullying. Most (88%) participants articulated that cyber bullying on the socail media would develop particuiar problems and would change the culture of social life. Most (81%) claim that social media are important not only for their social life but also for their Professional life so that they did not want to see their private photographs on the walls of their friends. These (61%) participants strongly pointed out that
privacy was remarkably important for the individuals but it was not controlled. Furthermore, most (92%) participants mentioned that the autonomy in the social media would make the individulas aggressive due to the fact that there was not any law and regulations to.

The sketch recalls the role that the Kashubian Folk High School - known Polish non-formal adult education institution has played in civic education, promoting the concept of sustainable development and saving the rural/folk culture in the northern part of Poland during the last three decades.

English version of the following paper:  Christian H. Stifter, „Sehr geehrter Herr Kollege!“ Albert Einstein und die (Wiener) Volksbildung. In: Die Österreichische Volkshochschule. Magazin für Erwachsenenbildung, 57. Jg., 2006, Nr. 220, 2–11.

Michael Welton's Unearthing Canada's Hidden Past offers a brief history of adult education that can be taken in comfortably within a few sittings. This is perhaps one of the book's most appealing features if readers are looking for a short, yet reasonably comprehensive account of adult education in Canada from the time of the first contact of European settlers with Canada's Indigenous peoples up to present day. Welton is well known for his histories of Canadian adult education, including the award-winning Little Mosie from the Margaree: A Biography of Michael Coady (2001). True to the social justice roots of adult education in Canada, Unearthing Canada's Hidden Past includes perspectives on Canadian history that outline the exclusion of women, First Nations, and Black Canadians-in effect, "unearthing" the stories that have not yet been told. Welton begins his story of adult education in Canada with the "pedagogical encounters" of Canada's First Nations with European settlers, particularly the French Jesuits of the fifteenth century. His description of these encounters sets the stage in further chapters for a history of adult education, characterized as a tension that manifests itself, for example, through the education of "the working man" witnessed during the great industrial transformation at the turn of the twentieth century. In contrast, however, a different story is told of the "stirring of the grassroots" of adult education. Canadians, through social agencies such as the Women's Institute, were enlightened about the causes of their suffering, empowering larger-than-life individuals such as Violet McNaughton and Nellie McClung, who offered a moral critique of the industrialized society that had taken shape at that time. Later chapters are devoted to the telling of the story of adult education in Canada in the early twentieth century and the birth of the Canadian Association for Adult Education (CAAE) in the 1930s. This is followed by an account of the creation of the Canadian Association for the Study of Adult Education (CASAE) almost a half-century later, which serves presently as the principal association for adult educators in Canada. Welton characterizes contemporary adult education in Canada by "two masters": instrumentalized learning, typically directed by the performancedriven ethos of the workplace, and learning with a broader perspective on the needs of the marginalized and disenfranchised in society. Through this latter point of view, he brings forward the concept of the "just learning society" as a socially just alternative to the well-known notion of Reviews / Comptes rendus

Η μελέτη της εκπαίδευσης ενηλίκων στην Ελλάδα συναρτάται άμεσα με τη διεθνή ανάπτυξη και εξέλιξή της και αποτελεί σε κάθε εποχή συνισταμένη της δυναμικής αλληλεπίδρασης των ευρύτερων οικονομικών, πολιτικών και κοινωνικών διεργασιών και συσχετισμών στο πλαίσιο της ιστορικής εξέλιξης του καπιταλισμού. Στο παρόν βιβλίο διερευνάται η διαμόρφωση της εκπαίδευσης ενηλίκων από τη μεταπολεμική περίοδο μέχρι σήμερα ως κοινωνική, ιδεολογική, παιδαγωγική και κρατική πρακτική διεθνώς με έμφαση στις αναπτυγμένες καπιταλιστικές χώρες και στην Ελλάδα. Το βιβλίο δομείται με βάση διακριτές ιστορικές περιόδους όπου γίνεται επισκόπηση των σημαντικότερων κοινωνικοπολιτικών γεγονότων και εξελίξεων που διαμορφώνουν και καθορίζουν τις πολιτικές, τους θεσμούς και την ανάπτυξη της εκπαίδευσης ενηλίκων ως ακαδημαϊκού και επαγγελματικού πεδίου και ως κινητήριας δύναμης κοινωνικών κινημάτων. Επίσης, μελετώνται οι επιδράσεις των μεταβολών αυτών στο περιεχόμενο και τις χρήσεις της έννοιας, όπως και άλλων ταυτόσημων ή/και συναφών εννοιών, καθώς και στη συνδιαμόρφωση των παιδαγωγικών θεωριών και πρακτικών στο πεδίο.

Ignacy Solarz (1891-1940) in Polish post-war educational literature.
Conclusions for the contemporaries
Summary
In the article the author tries to analyze the place of Ignacy Solarz and his educational activity in
the publishing output of the theoreticians and practitioners of Polish education/andragogics from
the end of the Second World War until modern times. The author indicates three post-war waves of
increased interest in the achievements of this remarkable education activitist working mostly in rural
areas among Polish teachers/andragogues. Each of these waves resulted in an increased number of
publications devoted to his educational ideas and practice: firstly in the 1940s, when the authors tried
to refer directly to Solarz’s post-war activity, then between the 1960s and the 1980s, when Solarz was
mainly presented as a promoter of people’s the People’s Republic of Poland, whose educational ideas
could be used for education in the new – people’s – social reality, and lastly at the beginnings of the
Third Republic of Poland, when the authors tried to focus on Solarz’s achievements in the context of
the search for Polish models of civic education and democratization of rural education.
The second part of the article presents a proposition of the author to read anew the educational/
andragogic achievements of I. Solarz, emphasizing the common, socially universal educational values
and practical educational actions. Only such an approach to Solarz’s legacy, as the author of the article
believes, can help to integrate him in the general Polish educational legacy and to save the activist
from gradual but clearly progressing sinking into oblivion.

A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until  Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.
Then in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic.    It became a national museum, as it remains today.

Obwohl die österreichische Erwachsenenbildung, und hier vor allem die Volkshoch-schulen, eine nicht nur weit in das 19. Jahrhundert zurückreichende, sondern darüber-hinaus auch demokratie-und bildungsgeschichtlich ungemein facettenreiche Vergangen-heit aufweist, deren Bedeutung im Kontext der Österreichischen Moderne erst in den letzten Jahren in Ansätzen sichtbar wurde, war es um die historiografische Auseinander-setzung mit dieser vielgestaltigen kulturellen Vergangenheit jahrzehnte lang schlecht be-stellt: Bis Anfang der 1990er-Jahre existierten nur einige wenige verstreute Darstel lun-gen, 2 von historio grafischen Fach publikationen mit wissen schaftlichem Anspruch ganz zu schweigen. Und das, obwohl einzelne der traditionsreichen und international re-nommierten Volkshoch schulen Wiens zurzeit von Monarchie und Erster Republik ihre Vereinsarchive penibel hüteten und zusammenhielten, und diese glücklicherweise – wie zum Beispiel im Fall der Volkshochschule Ottakring oder der Wiener Urania – sowohl Austrofaschismus als auch Nationalsozialismus nahezu unbeschadet überdauerten. Viele der heute verfügbaren historischen Quellen der einzelnen Volksbildungs-institutionen wären unwiederbringlich verloren, hätten die damaligen Verantwortlichen nicht in geradezu vorbildlicher Weise Aufzeichnungen über ihre Bildungsaktivitäten geführt, kontinuierliches " Self-Monitoring " 3 betrieben und darauf geachtet, dass orga-ni sations interne Akten zusammengehalten und dauerhaft aufbewahrt werden. Nach dem Ende des Zweiten Weltkrieges lagerten diese wertvollen Bestände aus der Frühzeit allerdings weiterhin in zum Teil nur wenig geeigneter Weise an dezentralen Un terbringungsorten, wobei eine Erschließung der Materialien ebenso ausblieb wie eine Fortführung der bisherigen Sammlung und Archivierung ein schlägigen Quellen-materials. So war es leider nicht zu verhindern, dass in den Jahrzehnten nach 1945 nach mehrfachem personellem Wechsel in den Leitungs funktionen der einzelnen Häuser viele Unterlagen, Schriftstücke, Protokolle, Programme, Fotografien et cetera für immer verloren gegangen sind. Grundsätzlich gilt, dass sich im Umgang mit der betriebseigenen Vergangenheit auch die Qualität und das Niveau der Organisations kultur zeigen, da ein Verlust von Unter-lagen und Akten, insbesondere in Zeiten zunehmender Konkurrenz und schwieriger

Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.

The sketch familiarizes the readers with the conceptual-organizational and popularization work of rev. Antoni Ludwiczak to develop civic education and after- and non-formal educational work in local environments, done by him for four decades of the first half of the 20th century, and his extraordinary – although a bit forgotten today – role in shaping independent Polish adult education in  the first years after regaining independence in 1918.
The article pays special attention to that educator connected with the Catholic Church and Folk Reading Rooms Society in terms of propagating in the Polish territory the Scandinavian idea and concept of work of boarding folk high schools, and to the successful attempt of its adaptation and implementation in Wielkopolska (Polish) rural communities (Dalki n. Gniezno, 1921).
The final part of the papers shows the impact of educational experiments of rev. A. Ludwiczak in the Folk High School in Dalki on popularization and development of the entire Polish folk high schools movement in the twenty year period between the two World Wars, and on formation of civic and patriotic attitudes of Polish residents of rural areas.

The social innovations introduced by the Italian Workers' Statute (Law 300/1970) and the National Collective Agreement of metal Workers (1973) made substantial changes in the right of workers to education. For the first time, a large number of workers were entitled to a number of 150 paid hours off work to attend, at public or certified schools, courses related or not to their professional activity. This article aims at analyzing the case of the University of Turin in the year 1973/74 in the organization of the first courses addressed to workers and managed in partnership with the local trade union organizations.

Deadline: 10. Dezember 2014
Kontakt: [email protected]

Die Zürcher Werkstatt Historische Bildungsforschung ist eine Tagung für Doktorierende, an der grundlegende Fragen der historiographischen Forschungstätigkeit anhand konkreter Dissertationsprojekte diskutiert werden können. Dabei sollen die Beiträge das Problem fokussieren, wie im konkreten Fall jeweils Fragestellung, methodische und theoretische Prämissen sowie Quellen aufeinander bezogen werden können.

The challenges of the future require that many of the existing educational attitudes and behaviours should be redefined. However, in our creative search, we sometimes seem to forget about the old concepts that have been used successfully used by generations. And building on the concepts that proved successful in the past and their creative modification and adaptation to the educational tasks of today can brig about effects that are hard to overestimate in facing those challenges (e.g. the slogan school for life coined by a distinguished Dane, M.F. S. Grundtvig as early as the first half of the 19th century, and then creatively developed into the idea of folk high schools). From the perspective of over one hundred years, the concept of folk high schools (unfortunately, partially forgotten in Poland, and certainly not flourishing in other parts of the world) can turn out to be fairly useful in the nearest future – especially in developing educational activities for excluded communities and individuals. The second part of the paper presents the activities taken up as a part of the project “High Folk School – School for Life” as a part of the European Union programme “Socrates – Grundtvig

In diesem Beitrag wird nach längerer Zeit erstmals wieder versucht, einen Überblick über die Errichtung von Volkshochschulbauten nach 1945 und die dafür vorgebrachten Begründungen zu geben. Es sind beachtliche Bemühungen um die optimale Gestaltung von Lernbedingungen festzustellen.

Die kommende Schwerpunktausgabe der Zeitschrift SPURENSUCHE beschäftigt sich mit entwicklungsgeschichtlichen Aspekten und Ausprägungen von "Citizen Science" oder "BürgerInnenwissenschaft", die in letzter Zeit international aber auch in Österreich einen veritablen Boom erlebt...

In the changing environment of the 21st century, universities should develop very innovative ecosystems by doing right investments on human capital, research and development, buildings, laboratories, dorms, and other facilities on the campus while decreasing their costs and expenses in order to increase scientific and technological oriented innovations and outputs. For that reason, most of them are looking toward Big Data Management (BDM), which is a very new and dynamic subject to conduct properly and to make right decisions at the universities.Data analytics and data mining have increased and attracted the attention of most of the leaders, managers, administrators, researchers, and even educators who try to make massive data-related investments and decisions. More importantly, since the funding of higher education has become important issues for most of the governments and higher education management, the importance of BDM will increase in higher education much more than ever before. However, not all the universities are so successful in managing their small or medium-sized data.In this research, how universities are investing by improving their data was analyzed in three different universities in Istanbul.More strategically, how data analytics and mining can make changes and transformation higher education institutions by investing right resources under the promise of Big Data Management was critically studied. In this study, the impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development, and innovation were critically studied. By taking into account the perceptions and the experiences of the experienced experts (6), faculty members (12), managers (4), and technical people (12), who were charged in using data analytics and mining at two state and one private universities, the investment of the universities had analyzed in order to understand critically the effects of the BDM. In the study, the phenomenological analysis was used by asking thirty-one research questions in the semi-structured interviews. While taking into account the observations of the researchers, the collected data of this study were systematically studied in data analysis software-program NVivo 10. The results showed that a few number of the investments had correctly done by using data mining and data analysis. As the participants had mentioned that the data would not have done anything if the higher education management had not taken into account and applied.So, according to the participants (75%), the university management understanding and policies should be changed in order to take in consideration the results of the big data.Even though a great amount of data had produced through the systems of the universities, the analysis, the segmentation, and the selected attention of the data had become dependent on the higher education management.The participants (28%), who were active in planning, funding, and investing, agreed that the investments done according to the results of the big data had better educational, financial, socio-economic, cultural, technological,environmental, and even individual benefits and outcomes. In conclusion, although a little data mining and analysis has properly used in making right investments, the universities are highly convinced on the positive effects of the BDM in their short-term and long-term investments in order to increase their impacts.