ED 7321: History and Philosophy of Adult Education

Fall 2016
6:30-9:20
ED 4008
Instructor: Jovita M. Ross-Gordon
Office: ASB-S 310
Telephone (office): 245-8084
Email: jr24@txstate.edu
Office Hours: By appt., preferred times Monday, 3:00-5:30; contact me by email to request other
times based on availability.
Course Description
Examines historical and philosophical foundations for the study and practice of adult professional,
and community education in formal and non-formal settings; and contemporary issues in adult
education in a learning society. Prerequisites: Core courses or instructors permission.
Course Goals and Objectives
Studentsenrolledinthecoursewillbeableto:

Discuss the social, political, and cultural roles of adult education in

various periods of Americas history.
Investigate and report on some aspect of the history of adult education
(possibilities include a key form or adult education, development in the
field, or social movement in which adult education played a key role).
Develop an understanding of major philosophies of adult education and
how these philosophies impact current adult educational issues and
practice.
Have a familiarity with some of the scholars associated with the various philosophies.
Be able to discuss the various areas of adult education practice and how different
philosophical approaches might be appropriate, depending on the context and the needs of
the students.
Outline and clarify the personal philosophical orientation that guides
their own daily practice as adult educators by identifying their beliefs,
and assumptionsabout adult learners, the role of the adult facilitator,
acquisition of knowledge, and the purpose of adult education.
Discuss the nature of formal, nonformal and informal adult education
today, and contemporary issues associated with each.
Discuss current social, political, and economic issues affecting adult education and related
fields, e.g., access and equity, professionalization, credentialing, globalization.
Identify areas of adult, professional, and community education for which policy analysis,
critical practice, and creative innovation are especially needed.
Demonstrate an understanding of the impact of technology on adult education and lifelong
learning.

Description of Teaching and Learning Approach for the Course

The course aims to embody both principles of constructivist learning and core principles of
lifelong teaching and learning. Active student involvement is expected. Emphasis will be on
shared knowledge construction, critical thinking, and meaning making, with the instructor as a
guide and facilitator. We will recognize experiences and perspectives of class members as
legitimate sources of knowledge and understanding. Lecture will only be used occasionally.
Therefore, participants are expected to come to class with reading done in advance and prepared to
engage in small and large group discussions as well as other class activities as indicated for the
designated class session. Written course assignments and presentations provide another
opportunity to demonstrate and reflect on your knowledge, beliefs, philosophy, and learning.
STUDENTSWITHDISABILITIES:
Ifyourequireanaccommodationtoparticipateinthiscourse,pleaseletmeknowassoonas
possible.YouwillbeaskedtoprovidedocumentationfromtheOfficeofDisabilityServices
(ODS).FailuretocontactODSinatimelymannermaydelayyouraccommodations.Formore
information,refertotheOfficeofDisabilityServicesWebsite:www.ods.txstate.edu.
Required Texts:
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.: Author. (See also)
http://www.apastyle.org/manual/index.aspx
Kasworm,C.E.,Rose,A.D.,&RossGordon,J.M.(2010).Handbookofadultandcontinuing
education.(2010ed.).L.A.:Sage.
Merriam, S. B. & Elias, J. L. (2005). Philosophical foundations of adult education, (3rd ed.).
Malabar, FL: Krieger.
Recommended: (Will discuss)
Lindeman, E. [Eduard] (1926/2013). The meaning of education. (Wyndham Press, 2013)
Other Assigned Readings: (To be accessed via library databases)
Alfred, M. V. (2000). The politics of knowledge and theory construction in adult education: A
critical analysis from an Africentric feminist perspective. Proceedings of the Adult Education
Research Conference Proceedings, Vancouver, British Columbia, Canada.

Billings, L., & Fitzgerald, J. (2002). Dialogic discussion and the Paideia Seminar. American
Educational Research Journal, 39 (4), 904-941.
Choules, K. (2007). Social change education: Context matters, Adult Education Quarterly, 57(2),
159-176.

Closson, R. B. (2010). Critical race theory and adult education. Adult Education Quarterly, 60(3),
261-283.
Findsen, B. (2007). Freirean philosophy and pedagogy in the adult education context: The case of
older adults' learning. Studies in Philosophy & Education, 26(6), 545-559.
doi:10.1007/s11217-007-9063-1
Flom, R. A. (1947/2015). Great Books Foundation is established. Salem Press Encyclopedia.
Retrieved http://libproxy.txstate.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ers&AN=89314845&site=eds-live&scope=site
Gouthro, P. A. (2009). Neoliberalism, lifelong learning, and the homeplace: problematizing the
boundaries of 'public' and 'private' to explore women's learning experiences. Studies In
Continuing Education 31(2), 157 - 172. doi: 10.1080/01580370902927733
Grace, A. (2014). A periodization of North American adult education (1919-1970): a critical
sociological analysis of trends and perspectives. International Journal of Lifelong
Education. 33 (2), 1838-206. dx.doi.org/10.1080/02601370.2013.831955
Hill, R. J. (2008). Troubling adult learning in the present time. New Directions For Adult &
Continuing Education, 119, 83-92. doi:10.1002/ace.308
Kilgore,D.(2004).Towardapostmodernpedagogy.NewDirectionsforAdultandContinuingEducation,
102,4553.

La Belle, T. (1982). Formal, nonformal and informal education: A holistic perspective on lifelong
learning. International Review of Education, 28(2), 159-175. doi:10.1007/BF0059844
Monk, D. F. (2013). John Dewey and adult learning in museums. Adult Learning, 24(2), 63-71.
doi:10.1177/1045159513477842
Pearson, E. M., & Podeschi, R. L. (1999). Humanism and individualism: Maslow and his critics.
Adult Education Quarterly, 50(1), 41-55.
Rachal, J. R. (1988). Taxonomies and typologies of adult education. Lifelong Learning: An
Omnibus of Practice and Research, 12(2), 20-23.

Smith, C. (2009). Accountability requirements and professional development in the US adult

basic education and literacy system. Literacy & Numeracy Studies, 17(3), 27-41.

Stubblefield, H. W., & Rachal, J. R. (1992). On the origins of the term and meanings of adult
education in the United States. Adult Education Quarterly, 42, 106-116.

Urrieta, L., & Villenas, S. A. (2013). The legacy of Derrick Bell and Latino/a education: A critical
race testimonio. Race Ethnicity and Education, 16(4), 514-535.
doi:10.1080/13613324.2013.817771
Zacharakis, J. (2008). Extension and community: The practice of popular and progressive
education. New Directions for Adult and Continuing Education, 117, 13 - 23. doi:
10.1002/ace.282.
Additional Sources on History (not assigned, may be useful for presentations)
Carlson, R. A. (1975). The quest for conformity: Americanization through education. New York,
NY: Wiley.
Colin, S. A. J. III (1994). African Ameripean adult education: An historical overview of selected
articles. PAACE Journal of Lifelong Learning, 3, 50-61
Cremin, L. A. (1970). American education: The colonial experience: 1607-1783. New York:
Harper and Row.
Galey, M. (1981). The grand assembly: The story of life at the Colorado Chautauqua. (See Jovita
to borrow).
Grattan, C. H. (1955). In quest of knowledge: A historical perspective on adult education. New
York: Association Press.
Kett, J. F. (1994). The pursuit of knowledge under difficulties: From self-improvement to adult
education in America, 1750-1990. Palo Alto, CA: Stanford University Press.
Knowles, M. S. (1977). A history of the adult education movement in the United States: Includes
adult education institutions through 1976 (Rev. ed.). Huntington, NY: R. E. Krieger Pub. Co.
Neufeldt, H., G. & McGhee, L. (1990). Education of the African American Adult: An historical
overview. Westport, CT: Greenwood Press.
*Peterson,E.(2002).Freedomroad:AdulteducationofAfricanAmericans.Malabar,FL:
Krieger.
Rohfeld, R. W. E. (1990). Expanding access to knowledge: Continuing higher education.
NUCEA 1915-1990. Washington, DC: National University Continuing Education
Association.

Stewart, D. (1987). Adult learning in America: Eduard Lindeman and his agenda for lifelong
learning. Malabar, FL: Krieger.
*Chapters could be used for history presentation
Online Bibliographic Resources via Texas State Library
Periodicals(tolocateassignedarticlesindatabases):http://atoz.ebsco.com/Search/3402
Mayalsolocateusing:(includetitleandauthorofarticle)usingstartyourresearch
Databases and Indexes to locate sources on selected topic, including Education indexes and
databases, Dissertations and Theses indexed by ProQuest,
http://catalog.library.txstate.edu/search/y
Education librarian:

Arlene Salazar, Bibliographic Instruction & Reference Librarian at

AS33@txstate.edu.

Course Requirements & Assignments:

As a part of participation in the course, students are expected to:
Read assigned texts and other supplementary material
Participate in class discussions
Additionally, the following assignments are graded:
1. History Presentation (Class sessions 3-5, September 19-October 3, up to 10 points)
The session leader should prepare a brief written synopsis (for distribution) of what they see
as key dimensions of adult education and lifelong learning addressed in the assigned reading,
including key names, terms, forms of adult education, and issues.
A handout of 1-2 pages should accompany a brief presentation (12-15 minutes). Following the
brief presentation, the student leader should pose 1-2 questions relevant to the reading that the
group will be able to discuss within 10-12 minutes. Total time allocated will be 25 minutes.
2.

Team-Led Philosophy Discussion, October 10-31 (up to 15 points)

A smallteamofstudents(usually2)willworktogethertofacilitateaclassdiscussionrelatedto
oneoftheassignedreadingsandthephilosophicaltopicoftheweek.Eachmemberofthegroup
will:
a. worktogethercollaborativelytoprepareforfacilitateddiscussion
b. individuallyfacilitateaseparatedsmallgroupdiscussion(30minutes)
c. reportbacktothewholegroupabriefsynthesisofthemesdiscussed,highlightingassets
andgapsinthegroupsunderstanding
5

Thewellfacilitateddiscussionwillengageallparticipantsincollaborativelydevelopingan
informed,criticalunderstandingofthephilosophicaltopicanditsimplicationsforadulteducation.
Theteamshouldlettheinstructorknowinwritingoneweekinadvancewhichreadingtheywish
tofocuson.Thegrouppreparingandleadingthediscussionshouldconsiderastructure,format,
and/orquestionsthatwillfacilitateatargetedandfocuseddiscussionthatisgroundedinthe
selectedreading.ThefacilitationshouldNOTincludealectureorpresentationofthereading.
Instead,youaretocomepreparedtoengageyourclassmatesinconnectingbacktowhattheyhave
readthroughthoughtprovokingquestionsoractivitiesthatwillencouragedialogueandbring
forthnewquestions,perspectives,andunderstandings.Thefacilitatorswilleachworkwithasmall
groupduringthediscussionperiodandendbycomingbackintowholegrouptoverysuccinctly
summarizeandsynthesizeeachgroupswork.Gradingwillbebasedonthefacilitationprocess
andthephilosophicalcontentofthediscussionasdeterminedbythegroupsynthesis,instructor
observation,andpeerreviewfromthesmallgroup.DueondatesduringOctober,asassigned
earlierinthecourse.(Studentswillhaveanopportunitytoidentifyfirst,secondandthirdchoices
forthephilosophicalframework/dateforwhichtheywouldprefertoserveasfacilitator.)
3.StatementofPersonalPhilosophy(upto25points).
Build on your philosophical reflections to prepare a written statement (approximately 7-8 pages)
of your personal philosophy of adult education. You may use this statement to affirm and explain
your affinity with an established philosophical framework or blend of frameworks discussed in
course readings or broader adult education literature, or you may choose to explain the basis for
your unique or philosophical approach, again referring to literature on philosophies of adult
education, both assigned and independently researched.
In your statement of philosophy, be sure to address the following:

Your beliefs about the aims of adult education

Your beliefs about the processes/strategies of adult education
Your beliefs about the roles of adult educators
Your beliefs about roles of adults as learners
Be sure to make connections to existing literature, including discussions and/or critiques of the
philosophy(ies) with which you express affinity.

4. Reaction Papers (up to 15 points each/30 points total).

Submit a reaction to a topic from one of the chapters from the Handbook of adult education listed
for the designated day. Each reaction paper should be 3-4 pages in length. In it you should (a)
react to the reading itself, (b) react to the class discussion or activity, (c) discuss the topic in light
of your current work or recent work setting, (d) apply the topic to your anticipated future role in
APCE.
5. Portfolio(upto10points).

Begintodevelopaportfoliothatwilldocumentandintegrateyourlearningwhileintheprogram
leadinguptothecomprehensiveexam.Theportfolioshouldincorporatethreecorecomponents:
(a)goals,(b)artifacts,and(c)reflections.Theportfoliocanincludeasartifactsthingslike
selectedassignments,productsorsummariesofselfdirectedlearningthatrelatetobutgobeyond
courseactivities,andevidenceofsuccessfulapplicationsofcoursecontenttotheworldof
practice.Ideallyitshouldshowsomebalancebetweentheory(asreflectedbyacademic
assignmentscompletedforthecourse)andpractice(asreflectedbycurrentorrecentexamplesof
workrelatedactivitiesthatcanbeconnectedtowhatyouarelearninginthecourse).[Portfolios
orsegmentsofportfoliosrequiredforyourjobarenotacceptableforthisassignment.]Brief
narrativestatementsdemonstratingyourreflectionsshouldbeincludedwithintheportfolio,either
foreachitemorforsectionsofitemslogicallygroupedtogether.Studentsareencouragedtokeep
areflectivejournalthroughouttheirdoctoralstudy.Forstudentswhoelecttokeepajournal,
selectedjournalexcerpts(nottheentirejournal)canbeincludedintheirportfolio.Beawarethat
professorswillnotnecessarilyreviewportfoliosduringcourse,althoughinitialworkonportfolios
issubmittedasapartofED7321.Thecompletedportfoliowillbecomepartofyour
comprehensiveexam.
6.Participation(up to 10 pts.): Due December 3: Brief statement along with self-rating.
Factors to be considered include:
Attendance
Being on time for class. (Please try to be prompt)
Thorough preparation for each class meeting, which includes reading assigned
materials in advance
Active and full participation in class discussions and activities
Overall level of engagement with course content (consulting recommended texts,
seeking out extra resources, etc.)
Of the 10% of grade designated for class participation, 5% will be based on student selfassessment. Each student will be asked to submit a self-rating on a scale of 1-5 for
participation and engagement in the course (in ways either visible or not visible to the
instructor), along with a brief statement supporting the rating they have given themselves.
Your participation is a vital portion of this course. Please sign the attendance sheet at each
class. If you must be absent, please take responsibility for getting any handouts and
information you missed from a classmate, though you are welcome to consult the instructor
for clarification regarding any assignments discussed while you were out.
Summary of Assessment of Student Learning
Assignments
Max Pts.
10
15
25
30

Class Presentations--History
Team-Led DiscussionsPhilosophies
Personal Philosophy of Adult Education
Reaction Papers (Handbook Chapters)
7

Tentative Due Dates

Sessions 3-5: 9/19-10/5
Sessions 6-10: 10/10/31
Session 12/13:11/21or11/28
Session 14: 12/5

Portfolio
Course Participation (incl. self-assessment)

10
10

Session 14: 12/5

Session 14: 12/5

Proper planning and time management will help to avoid late assignments if something
unexpected arises, as it should not be assumed an extension will be granted. Extensions will not
ordinarily exceed one week. Late assignments without an approved extension (requested in
advance by email) will be subject to a penalty equivalent to one letter grade, as will assignments
not received by the time of any agreed upon extension.
SUMMARY OF GRADING
A = 90%, B = 80%, *C = 70-79%, D = 60-69%, F = 59% or below
Courses with C grades must be re-taken by doctoral students.
Note: Please see the graduate catalog regarding the assignment of incomplete grades. The
incomplete grade is reserved for situations in which a student who has otherwise been making
satisfactory progress (including submitting written assignments) is unable to complete final course
requirements due to extenuating circumstances. In such a case the instructor must be contacted to
negotiate a reasonable extension of time. Barring prior approval of an incomplete grade due to
such a situation, the grade will be assigned as earned according to the distribution above on the
date when grades are due to the registrars office. Incomplete grades that not made up within
university time limits convert to a grade of F. Thus, they are often regrettable for both the faculty
and student once assigned if not made up at the earliest opportunity.
TEXAS STATE ACADEMIC HONESTY POLICY:
Allworksubmittedforcreditmustbethestudentsoriginalwork.Anassignmentthatis
questionablewillbeinvestigatedandsubjecttodisciplinaryactionsrecommendedundertheTexas
StateHonorCode.
StudentswhoareunfamiliarwiththeUniversitysHonorCodepolicyshouldreviewUPPS
07.10.01http://www.txstate.edu/effective/upps/upps071001.html
Inshort,violationoftheHonorCode"includes,butisnotlimitedto,cheatingonan
examinationorotheracademicwork,plagiarism,collusionandtheabuseofresourcematerials.
Useful websites on academic honesty and plagiarism include:
Plagiarism.org
http://www.plagiarism.org/
This site offers tips on paraphrasing appropriately and otherwise
avoiding plagiarism.
TurnItIn
8

http://turnitin.com/research_site/e_what_is_plagiarism.html
The Owl at Purdue
http://owl.english.purdue.edu/

ED 7321 Tentative Agenda Fall 2016

Date
Session 1
August 29

September 5
Session 2
September 12

Session 3
September 19

Topic(s)
Introductions
Syllabus review
Introduction to TRACs
Finding assigned
articles in library database
Preliminary definitions of adult education
Labor Day: No Class Meeting

Readings/ Assignment(s) Due

Defining Adult Education

Rachal(1988)
Stubblefield&Rachal(1992)
LaBelle(1982)

Introduction to History of the Field

Grace(2013)
Handbook:Ch.7(Welton)

AdultEducationasaProfession

Handbook:Chapter11(Knox&
Fleming)&12(Bierema)
Seesupplementarylistof
historyreadingsfromwhichto
indicate1st,2ndand3rd
choicesforwhichyouwill
present
READING:LINDEMAN
chapters15
fordiscussionOct.10
READING:LINDEMAN
chapters15
fordiscussionOct.10
Elias & Merriam, Ch. 2-3
* Lindeman, Ch. 1-5 (made
available via TRACS
* Monk (2013)
* Zacharakis (2008)

BeginHistoryPresentations(4)

Session 4
September 26

HistoryPresentations(5)

Session 5
October 3

HistoryPresentations(5)

Session 6
October 10

PhilosophiesofAdultEducation:
Progressive

Liberal
Session 7
October 17

PhilosophiesofAdultEducation:
Behaviorist

Flom (1947)
Billings & Fitzgerald (2002)
Elias & Merriam, Ch. 4
* Smith (2009)
Elias & Merriam, Ch. 5,
*Pearson & Podeschi 1999

Humanistic

10

Session 8
October 24

PhilosophiesofAdultEducation:
RadicalandCritical
FreireianApproaches

*Alfred, 2000
*Gouthro, 2009

Feminisms

Session 9
October 31

PhilosophiesofAdultEducation:
RadicalandCritical(cont)
Critical Race Theory

DUE: REFLECTION ONE

*Closson, 2010
*Urrieta & Villenas, 2013
Elias&Merriam,Ch.8
*Kilgore, 2004
*Hill, 2008

Postmodern

Session 10
November 7

Elias&Merriam,Ch.6
*Choules, 2007
*Findsen, 2007

Formal Adult Education

Adult Basic Education
English Language Learning (usually formal)
Adults in Four-Year Colleges

Handbook:
Ch. 17 (St. Clair & Belzar)
Ch. 18 (Larrotta)
Ch. 20 (Sandmann)
DUE: REFLECTION TWO

Session 11
November 14
Session 12
November 21

Noformalclassmeeting
IndependentStudy/WorkonStatementof
PhilosophyandPortfolio
NonformalAdultEducation
EmployeeSponsored
CPE
Military

Session 13
November 28

InformalAdultEducation
AdultEdforEmpowerment
CulturalInstitutions
Community

Session 14
December 5

TowardtheFutureofAdultEducation
Globalization
KnowledgeSociety
VirtualEra

11

Handbook:
Ch.22(Peterson)
Ch.25(Jeris)
Ch.24(Polson)
DUE:StatementofPersonal
Philosophy(orsubmit11/28)
Handbook:
Ch.19(Prins&Drayton)
Ch.30(Taylor,Parrish,Banz)
Ch.40(Wiessneretal.)
DUE:ReactionPaper:
SelectedReadingfrom11/21
Handbook:
Ch.37(Merriam)
Ch.38(Bennett&Bell)
Ch.39(King)
DUE:ReactionPaper:

SelectedReadingfrom11/28
DUE:Portfolio
DUE:SelfAssessmentof
ClassParticipation

12