Philosophies of Adult Education Movements in 20th Century Canada: Implications for Current Literacy Educators

Authors

  • Marion Terry Brandon University

Abstract

This article examines the philosophical roots of today's adult literacy movement in Canada, as reflected in the Women's Institutes, Frontier College, and the Antigonish Movement of the early 20th century. It compares these movements' expressions of three philosophical approaches to adult education: (a) the liberal focus on pre-determined skills instruction, a deficit model perspective, and learners' needing to learn how to learn; (b) the progressive focus on learners' life role experiences, personal/social development, and needs-motivated learning; and (c) the humanistic focus on self-directed learning and independence, meaningful learning, and learners' self-image/self-esteem. Each movement's adult educators were ethically committed to manifesting these philosophical elements in their programming practices. The philosophical beliefs they conveyed have implications for current adult literacy educators.

Résumé

Cet article examine les origines philosophiques du mouvement de l'alphabétisation des adultes au Canada, tel que vécu par l'Institut des Femmes de Frontier College ainsi que par le mouvement Antigonish du 20ieme siècle. Il met en comparaison les visions de ces organisations selon trois approches philosophiques de l'évaluation des adultes : (a) la vision libérale de l'enseignement d'habiletés prédéterminées, soit un modèle donnant peu de résultats et dans le cadre duquel les apprenants doivent apprendre à apprendre; (b) la vision progressiste sur les expériences de vie des apprenants, sur leur développement personnel et social ainsi que sur leur motivation instrumental; (c) la vision humaniste sur l'auto-apprentissage et l'autonomie, sur l'apprentissage essentiel ainsi que sur le reflet des apprenants et l'estime qu'ils ont d'eux-mêmes. Les enseignants de chacun de ces mouvements en éducation des adultes furent invités à exprimer ces éléments philosophiques dans la programmation de leurs pratiques d'enseignement. Les croyances philosophiques que ces organisations ont transmises engendrent des répercussions pour leurs enseignants aux adultes.

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Published

2001-11-01

How to Cite

Terry, M. (2001). Philosophies of Adult Education Movements in 20th Century Canada: Implications for Current Literacy Educators. Canadian Journal for the Study of Adult Education, 15(2), 61–78. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/1917

Issue

Vol. 15 No. 2 (2001)

Section

Articles

License

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