By Hayden Roberts
Starting with the speculation that grownup schooling in a quarter is formed through its dominant social philosophy or tradition, the background and traits of grownup schooling in Canadian provinces, Alberta and Quebec, are contrasted.
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Extra resources for Culture and Adult Education: A Study of Alberta and Quebec
Accordingly, we use the term in a wide sense, wider than that used, for example, by the Federal Cultural Policy Review Committee in its Discussion Guide (1981). " These types of culture are only a part of our field. S. Eliot's definition of culture is one of the widest: "the pattern of the society as a whole" (1948:25). e. historically derived and selected) ideas and especially their attached values; culture systems may, on the one hand, be considered as products of action, on the other hand as conditioning elements of further action.
1975. Philosophical Concepts and Values in Adult Education. Nottingham: Barnes and Humby. A. 1966. S. ), vol. xvi, no. 4. Lovett, T. 1975. Adult Education, Community Development and the Working Class. London: Ward Lock Educational. Lovett, T. and Jackson, K. 1971. A. ), vol. 44, no. 2. Marriott, S. 1972. n Journal of the International Congress of University Adult Education, vol. xi, nos. i and 2. L. 1964. Teaching and Learning in Adult Education. New York: Macmillan. ). 1956. Design for Democracy.
The focus will be on formal institutions and relationships rather than the countless informal groupings, which by their nature are difficult to identify. Needs Earlier reference has been made to Kandel's suggestion that education is provided primarily in the national interest. It appears to be what writers like Booker and Gottlieb, and Mills and Gerth, are also suggesting. In other words, the needs education seeks to meet are imposed on the system from outside it; students are taught according to curricula decided and formulated as a result of interpretations of national—or in this case, provincial—purposes.