In the modern Western state, the education of adults can be described as a field of non-compulsory education which consists of a variety of practices ranging from trainings of further and continuing education, lectures, and talks to webinars, courses, and university study programs. Institutionalized and informal shapes of adult education change historically depending on training providers, labor market requirements, political schemes, and sociocultural aspects such as shifts in the way of life. It is often organized by institutions of the civil society. Some are private companies, some nonprofit associations, and bodies of the church, and some are closely connected to unions, etc. Thus, civil engagements together with economic enterprises and welfare schemes bring about a great variety of educational opportunities and forms. Consequently, the historical volatility of forms of adult education does not exist independently from the development of Western societies and their...
This book presents key concepts, information and principles to support the practice of adult education in African contexts. The authors introduce the foundations and the history of adult education in Africa and discuss the philosophy of adult education, its socio-cultural, political and economic environments, opportunities and access for adult learners, gender and development in adult education, adult education as a developing profession, the role of information and communications technology, how globalization impacts on adult education, and policies and structures of lifelong learning.
This book presents key concepts, information and principles that should underlie the practice of adult education in African contexts. It assumes that adult educators should have a historical perspective on the current educational context, understand how the colonial experience has impacted on indigenous traditions and be aware of the philosophical underpinnings of adult education activities. The chapters introduce the foundations and the history of adult education in Africa; philosophy and adult education; socio-cultural, political and economic environments; opportunities and access for adult learners; gender and development in adult education; adult education as a developing profession; information and communication technology; globalisation and adult education; policies and structures of lifelong learning.
The Master of Science in Adult Education Program is designed for graduate students who desire to become effective adult educators and change agents within local, regional, national, and international communities. Graduates are prepared to work as teachers, program developers and evaluators, or administrators in the efforts to enrich the learning capabilities of adults in educational programs in a variety of settings. These settings include, but are not limited to:
Dr. John L. Elias (1933). A Roman Catholic, his interest in the religious education of adults arose from his exposure to intellectual giants in theology and education such as Freire, Horton, Illich, Hofinger and Jungmann. Building on this rich intellectual heritage and his considerable teaching and administrative experiences, Elias became one of the most significant writers in adult religious education of the 20th century.
In 1966 Elias was named the first Assistant Superintendent of Religious Education for the Diocese of Allentown, Pennsylvania. Being the first person to hold this position, he had to organize the office in its entirety. He trained catechists and supervised the teaching of religion both in elementary and high schools and in parish religious education programs. He spent three days a week in classrooms observing the teaching of religion and then met with the religion faculty after school hours to discuss their teaching. Elias established advisory councils of religion teachers at both elementary and secondary levels. With fellow priests and sisters he inaugurated in-service education for primary school teachers in the form of weekend workshops at various retreat houses from Thursday evening to Sunday afternoon, about 15 hours of instruction. Lectures were given on catechetics, scripture, theology, and liturgy. Skilled teachers gave demonstrations on Sunday morning. Appropriate liturgies and socials were also held. The theology of Vatican II which had recently ended comprised the curriculum. In this position he also helped parishes establish CCD programs. Perhaps the most innovative thing that he did during those years was to establish adult education classes at each high school in the diocese. With the aid of a local priest chaplain and a lay board, courses were taught in the spirit of Vatican II. Elias taught the course in catechetics and hundreds of people attended these courses each semester.
While teaching foundations of education at Trenton State College from 1972 to 1976, Elias taught the first course in adult education. One of his students was Dr. Sharan Merriam, perhaps the most prolific and significant author in adult education in North America in the late 20th century. When Merriam went on to Rutgers University to pursue a doctorate in adult education, she found that there was little written in the field of philosophy of adult education. She and Elias collaborated in writing Philosophical Foundations of Adult Education (1980), a widely used book in the field. A second edition was published in 1993, which merely included a bibliographical essay to bring the book up to date. In 2005 they published the third edition which is a revision of the book with an additional chapter on postmodern adult education and an extended treatment of radical/critical adult education. The book's widespread use has been enhanced by Zinn's (1999) Philosophy of Adult Education Inventory , which uses the book as its theoretical basis.
Fordham University's Graduate School of Religion and Religious Education offered Elias a visiting teaching position in spring 1977. He taught courses in educational theory, psychology of religious education, and adult religious education. He then accepted a full time position in the school in the fall of 1977 when he became director of the concentration in adult religious education. In 1981 he introduced the concentration in peace and justice studies, which he headed until 2001. In this capacity he worked with the South Bronx Churches in establishing an interfaith training program for community development. Elias became Professor of Religion and Education in 1983, and is now professor both in the Graduate School of Religion and Religious Education and the Graduate School of Education.
With his family Elias spent the years 1983-5 on sabbatical in England. The Saltley Trust of the Selly Oaks College funded him to work for the Anglican Churches of the West Midlands as a special consultant for adult religious education. This position was arranged by Dr. John Hull of the University of Birmingham, with whom Elias taught a course in theology and education at the university. While in Great Britain he gave many talks, conferences, and workshops for clergy and laity about adult religious education. He also taught short courses in the Republic of Ireland. When some Roman Catholics heard of his work in England they invited him to come to London for a second sabbatical year. While teaching at St. Mary's College in Strawberry Hill, Elias inaugurated a Graduate Diploma in Adult Religious Education at the University of Sussex, the first such diploma in Great Britain. During his stay in England he lectured at Oxford University, Edinburgh University, the University of Warrick, the London School of Education, and Heythrop College. He also published articles in British journals in adult education and religious education. Elias returned to Fordham University after this two year stint abroad.
Is Professor of Religion and Education in the Graduate School of Religion and Religious Education, Fordham University. Has taught courses in theology, psychology, religious education, religion and society, adult religious education, and education for peace and justice.
John Elias has made a significant intellectual and scholarly contribution to the field of adult religious education over a 40-year period. He is distinguished by his successful efforts to bridge the fields of adult education and religious education by ably bringing the literature of religious and philosophical education to bear on the largely secular field of adult education, and vice versa. He has accomplished this through his writing and through the teaching of graduate students in education, and religion and education at Fordham University. In total he has mentored 51 dissertations and served on over 100 doctoral committees. 153554b96e