Originally published in 1985, this book argues that to make sense any attempt to improve the situation must take account of what we now know about adult growth and development, accepting as an operational imperative that it is as problematic and turbulent as childhood. The book claims that since adults flourish to the extent that they have a sense of personal recognition, the business of education is to enable people to gain that sense of being recognised and valued through any learning they undertake. It suggests that putting adults in charge of their own learning is the logical extension of establishing a public education system and so is a necessary step towards our society becoming a democracy of learners. This important book marked a watershed in the literature on adult and continuing education.
1. Post-industrial Society 2. Adult Growth and Development 3. An Adult Society 4. A Post-Education Society - Recognising and Using Adults' Learning
Against a background of profound wordwide social and economic change, the concept of lifelong learning has come increasingly into the public eye. As educators and policy-makers rethink the meaning of education, the purpose of schooling and the place of learning in our everyday lives, educational institutions are opening up to those traditionally deprived of the opportunity. The books in this set, originally published between 1979 and 1992 with many including global case studies reflect upon major issues confronting adult educators worldwide and