1. European History of Adult Education Gábor Erdei Ph.D Gábor Erdei Ph.D University of Debrecen University of Debrecen

2. Content of the lecture –Milestones of Adult Education History in Europe 1. Before the period of institualization 1. Before the period of institualization 2. The period of industrial revolution and enlightment 2. The period of industrial revolution and enlightment 3. Second half of the 19. century 3. Second half of the 19. century 4. Widening of adult learning activities 4. Widening of adult learning activities 5. Getting a place amongst academic sciences 5. Getting a place amongst academic sciences 6. „Economic paradigm” of adult education 6. „Economic paradigm” of adult education 7. Lifelong learning paradigm 7. Lifelong learning paradigm

3. 1. Before the period of institualization Learning (also adult learning) as human activity is an immanens phenomena of human being Learning (also adult learning) as human activity is an immanens phenomena of human being Human learning started when humans created the first human societies Human learning started when humans created the first human societies The first institutes which had been erected for only adult edcuation and learning appears only in the 18. century The first institutes which had been erected for only adult edcuation and learning appears only in the 18. century

4. 1. Before the period of institualization Antique period: study cirles not only for kids and youngsters but also for adults (e.g. Miletos phylosofical school) Antique period: study cirles not only for kids and youngsters but also for adults (e.g. Miletos phylosofical school) Early Middle Ages (6.-9. centuries): church dominance (benedictine monks) Early Middle Ages (6.-9. centuries): church dominance (benedictine monks) Mature Middle Ages (10.-13. centuries): other actors besides church: universities, guldes, culture of knights Mature Middle Ages (10.-13. centuries): other actors besides church: universities, guldes, culture of knights

5. 1. Before the period of institualization Important changes in the societies of the Middle ages: Important changes in the societies of the Middle ages: Gutenberg invention Gutenberg invention Protestant movements Protestant movements Humanism and rennisance Humanism and rennisance

6. 2. The period of industrial revolution and enlightment 2. The period of industrial revolution and enlightment The process of the industrial revolution required workforce with basic skills The process of the industrial revolution required workforce with basic skills Workforce from agriculture sector, where basic skills were not key or important factors Workforce from agriculture sector, where basic skills were not key or important factors Sunday Schools and Mechanics’ Institutes in England in the late 18. and early 19. centuries appear as the first institutes of adult education and learning Sunday Schools and Mechanics’ Institutes in England in the late 18. and early 19. centuries appear as the first institutes of adult education and learning

7. 2. The period of industrial revolution and enlightment 2. The period of industrial revolution and enlightment The main objectives of Sunday Schools: reading, writing, arithmetic (3R) The main objectives of Sunday Schools: reading, writing, arithmetic (3R) 1820-1830 yrs: both Sunday Schools and trade unions started to teach vocational knowledge besides the basic skills 1820-1830 yrs: both Sunday Schools and trade unions started to teach vocational knowledge besides the basic skills

8. 2. The period of industrial revolution and enlightment Enligthement and liberalism created the new and modern European man Enligthement and liberalism created the new and modern European man Responding to the challange of the new era the new society should be enlighted Responding to the challange of the new era the new society should be enlighted The only way is: education and learning, BUT not only in the age of childhood but also in the age of adulthood The only way is: education and learning, BUT not only in the age of childhood but also in the age of adulthood N.F.S. Grundtvig (Danish minister and bishop): 1844. Rodding: folk-high school N.F.S. Grundtvig (Danish minister and bishop): 1844. Rodding: folk-high school

9. Second half of the 19. century The spreadover of the enligthment and the industrial revolution of the biggest part of Europe strengthtened the role and position of adult education The spreadover of the enligthment and the industrial revolution of the biggest part of Europe strengthtened the role and position of adult education Trade unions, political parties of social democrats and large private companies played and important role in adult education: libraries for workers, study circles, reading circles, workers’ theatres Trade unions, political parties of social democrats and large private companies played and important role in adult education: libraries for workers, study circles, reading circles, workers’ theatres

10. Second half of the 19. century Better job and salary conditions > more free time, leisure time > sport activties and hobbies Better job and salary conditions > more free time, leisure time > sport activties and hobbies Similar processes started in the pheseant societies Similar processes started in the pheseant societies

11. 4. Widening of adult learning activties The first half of the 20. century was a flourishing period for adult education: the success of adult education and learning was based on more and more actors: large private companies, state companies and institutes (post, railway), trade unions, churhes, civil movements and organisations The first half of the 20. century was a flourishing period for adult education: the success of adult education and learning was based on more and more actors: large private companies, state companies and institutes (post, railway), trade unions, churhes, civil movements and organisations There were a great variety of education and learning form of adult education (formal, non- formal, infomal) There were a great variety of education and learning form of adult education (formal, non- formal, infomal)

12. 4. Widening of adult learning activities These flows of adult education and learning also showed a great variety of functions: These flows of adult education and learning also showed a great variety of functions: liberal adult education liberal adult education humanist adult education humanist adult education aufklerist adult education aufklerist adult education pragmatist adult education pragmatist adult education

13. 5. Getting a place amongst academic sciences After the 2nd World War there were some new and important developments After the 2nd World War there were some new and important developments 1949: UNESCO conference in Denmark 1949: UNESCO conference in Denmark 1951: P. Hanselmann: Andragogik 1951: P. Hanselmann: Andragogik 1950s: adult education appears in higher education > establishing brand new departments with the name of andragogy, adult edcuation, public education 1950s: adult education appears in higher education > establishing brand new departments with the name of andragogy, adult edcuation, public education

14. 5. Getting a place amongst academic sciences Many civil organisations had been created with the purpose of adult education, community education etc. Many civil organisations had been created with the purpose of adult education, community education etc. Scientific journals had been established Scientific journals had been established More and more researches has initiated More and more researches has initiated However, the scientific background of adult education remains very diverse However, the scientific background of adult education remains very diverse

15. 5. „Economic paradigm” of adult education Until the 1970s adult education and learning remained diverse as objectives, functions, forms and institutes concern Until the 1970s adult education and learning remained diverse as objectives, functions, forms and institutes concern The oil crisis and the aftermath of it caused the „economic pradigm” in adult education and adult learning The oil crisis and the aftermath of it caused the „economic pradigm” in adult education and adult learning From this period adult education and learning has been focusing on mainly for the realm of work and workplace From this period adult education and learning has been focusing on mainly for the realm of work and workplace

16. 6. Lifelong learning paradigm Lifelong learning has developed as a process Lifelong learning has developed as a process Formulated during the 1960s and 1970s, first as lifelong education, later (1990s) lifelong learning Formulated during the 1960s and 1970s, first as lifelong education, later (1990s) lifelong learning Paradigm or policy? Paradigm or policy? Adult education is the catalyzator of LLL Adult education is the catalyzator of LLL Adult education and learning: need or opportunity? Adult education and learning: need or opportunity?

17. Thank you for your attention! erg@tigris.unideb.hu