History of Modern Adult Education (19th and 20th Century)

Pre-requisites: Fulfilled obligations defined by University Statute

Course objectives: Introducing students into modern history of education of adults, movements and paradigms of adult education in 19th and 20th century and developing skills for observation of education of adults in historical continuity and interdependent relations.

Course description: Theoretical course: Problem of historical (in)visibility of learning and education of adults; The beginnings of modern education of adults in Europe – The birth of organized and systematic education of adults and creation of national systems of education for adults; Main initiators, motivators and organizers of modern movements for education of adults and recognizing of their paradigms in modern context; Labour movement; Church and religious movements; Philosophical thought; Culture and art; Elite education and mass education as a problem in the history of education of adults. Practical course: Movement and ideas of university extensa – causes of appearance, social importance, influence in Europe and adult educational heritage; Movement and ideas of folk high schools – causes of appearance, social importance, influence in Europe and adult educational heritage; New folk education in Weimar Republic (Germany) – movement and ideas; Dominant paradigms and conceptions in education of adults in 18th, 19th and 20th century.

Learning Outcomes: After finishing the course student will: - know the causes of birth of organized movements for education of adults, carriers of development and key determinants of changes. – recognize the main paradigms in the development of modern education of adults

History of Modern Adult Education (19th and 20th Century)

Pre-requisites: Fulfilled obligations defined by University Statute

Course objectives: Introducing students into modern history of education of adults, movements and paradigms of adult education in 19th and 20th century and developing skills for observation of education of adults in historical continuity and interdependent relations.

Course description: Theoretical course: Problem of historical (in)visibility of learning and education of adults; The beginnings of modern education of adults in Europe – The birth of organized and systematic education of adults and creation of national systems of education for adults; Main initiators, motivators and organizers of modern movements for education of adults and recognizing of their paradigms in modern context; Labour movement; Church and religious movements; Philosophical thought; Culture and art; Elite education and mass education as a problem in the history of education of adults. Practical course: Movement and ideas of university extensa – causes of appearance, social importance, influence in Europe and adult educational heritage; Movement and ideas of folk high schools – causes of appearance, social importance, influence in Europe and adult educational heritage; New folk education in Weimar Republic (Germany) – movement and ideas; Dominant paradigms and conceptions in education of adults in 18th, 19th and 20th century.

Learning Outcomes: After finishing the course student will: - know the causes of birth of organized movements for education of adults, carriers of development and key determinants of changes. – recognize the main paradigms in the development of modern education of adults

Literature/Reading:

• Savićević,D., Koreni i razvoj andragoških ideja, Bgd,1999;
• Samolovčev,B., Ist. koreni i tokovi andragoške teorije, InterJu Pres,Bgd,1993.
• Bulatović,R.,Univerzitet za sve, PFV, Bgd,1980.
• Popovic,K.,Basic conceptions and aims in some theories of adult education through history,in:Nemeth,B.and Poeggeler,F.(eds.):Ethics,Ideals and Ideologies in the History of Adult Education,P.Lang,2002.
• Popovic,K.,Adult education institutions within the context of political changes,in:The Rise and Fall of Adult Education Institutions and Social Movements,University of Dundee,P.Lang,Frankfurt,2002.
• Allchin, A.M., N.F.S. Grundtvig. An Introduction to his Life and Work, Darton, Longman and Todd, London, 1998.
• Rorodam, T., The Danish Folk High Schools, Det Danske Selskab, Copenhagen, 1965.
• Royle, E., Mechanics’ Institutes and the Working Class, 1840–1860, The Historical Journal, London, 1971
• Harris, M., History Of Libraries In The Western World. N.J.Scarecrow Press, Metuchen,1995
• Bittner, W.S., The Univesity Extension Movement,Bulletin, Govt. Printing Office, Washington, D.C., 1920
• Shimoniak, W., Communist Education: Its History, Philosophy and Politics, Slavic Review, Vol.30, No.3, 1971
• Butts, F., A Cultural History of Western Education: Its Social and Intellectual Foundations, New York, 1955.
• Boyd, W., King, E.J., The History Of Western Education, Barnes & Noble Books, Lanham,1995