‘Mythmaking and Mortmain’: The Uses of Adult Education History?

Chase, Malcolm

doi:10.1080/02660830.1995.11730615

Cited by 7 publications

(3 citation statements)

References 6 publications

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“…The process concurs with the creation of 'the grand historical narrative' of educating people in European countries (e.g. Chase 1995), but it must be noted that, despite similarities, the general tendencies are submerged to the specific local and historical conditions (English and Mayo 2012). Therefore, even though universal suffrage in Finland was established in 1905, the representations of the commoners and the working class, such as child-like, primitive and bibulous creatures, prevailed as a morally regulative order excluding them from the status of a morally defined adulthood.…”

Section: Construction Of the People In The Nineteenth Centurymentioning

confidence: 99%

Transforming causal logics in Finnish adult education: historical and moral transitions rewritten

Koski

Filander

2013

International Journal of Lifelong Education

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The aim of this paper is to explore the historical representations of adulthood, citizenship and the ideal social bonds of an individual and the society in the transforming moral orders of Finnish adult education. The research is based on a thematic reading of data, which consist of texts written during the past 150 years by theorists of adult education. In regard to the outcome of the analysis, it can be claimed that the definitions and relations, which define adult education / lifelong learning, adult individuals, citizenship and the society, are in perpetual motion transforming from spiritual determination to material determination and back. As a conclusion, we claim that adult education / lifelong learning is a morally regulated field of study, where morality is adapted to any social changes at any given time, marginalising social groups on moral grounds; from lack of spiritual aspirations to lack of employability skills and with a wrong attitude towards the ideals of neo-liberal economics in present-day society. The main result of our analysis is to address the importance of understanding the main logics of historical change in adult education.

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Section: Construction Of the People In The Nineteenth Centurymentioning

confidence: 99%

Transforming causal logics in Finnish adult education: historical and moral transitions rewritten

Koski

Filander

2013

International Journal of Lifelong Education

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“…All too often, however, rather than recognising civil society organisations and markets as cultural actors in pluralist arenas comprising individual and collective learning endeavours, historical narratives tend to construct a-historical lineages for long-standing forms of institutionalised forms of 'adult education' (Chase 1995). Often recognised by the state, for example via subsidies for folk high schools, these institutions have a strong, sometimes nationalist, sense of exceptionalism, serving both celebratory and self-justifying purposes.…”

Section: Mapping Our Way Out: a Comparative Historical Prolegomena To...mentioning

confidence: 99%

Negotiating border-crossings when ‘adult education’ meets ‘vocational learning’. Comparative historical notes on defining the ‘research object’

Hake

2022

ZfW

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This paper offers a theoretical perspective on socio-historical research addressing the social organisation of communication and learning as cultural practices. It is critical of mapping the field of ‘adult education’ in terms of ‘absences’ regarding the historical dimensions of ‘organised adult learning’ investigated. It offers a comparative exploration of vocational dimensions of organised adult learning that characterise divergent historiographies in the Netherlands and Germany until 1945. Post-1945 policy repertoires are explored in terms of the socio-historical shift from ‘collective employability’ repertoires stressing permanent education social advancement towards the construction of neoliberal repertoires from the late 1960s articulating ‘individualised employability’. The conclusion argues that research should focus on recovering a critical perspective regarding shifts and breaks in historical conjunctions of cultural practices that characterise relationships between the ‘adult’ and ‘vocational’ dimensions of organised adult learning.

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“…[10] Hake understood, in part, as the product of a defensive and nostalgic habitus associated with a long history of "mythmaking" in the world of adult education (Williams, 1959;Chase, 1995;Hughes & Tight, 1995;Strain & Field, 1997;Hake, 2021). This mythical tendency involves a collective engagement in celebrating Faure's report, together with UNESCO's "political utopia" of lifelong education (Wain, 2001;Elfert, 2015).…”

Section: Re-reading First-generation Policy Narratives: Crossroads Blind Alleys and Diversionsmentioning

confidence: 99%

Mapping our way out? Critical reflections on historical research and the Faure report

Hake¹

2021

RELA

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Contributions to the literature have postulated an historical shift in policy narratives from the Faure report’s formulation of “lifelong education” for UNESCO in 1972 to a focus on “lifelong learning” since the mid-1990s. It has also been argued that the policy narrative articulated by de-schoolers in the early 1970s was incorporated in the Faure report. This paper critically examines the empirical foundations for such arguments and is based on a re-reading of the policy repertoire articulated by Faure’s report together with an analysis of the de-schoolers’ reception of the report in the early 1970s. Based upon a re-reading of primary texts and secondary sources from the 1970s, the analysis demonstrates that these widely accepted arguments constitute a problematic interpretation of the historical relationships between the key policy narratives in the 1970s. The conclusions identify a number of significant areas for further empirical research regarding the historical relationships between first generation policy narratives.

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‘Mythmaking and Mortmain’: The Uses of Adult Education History?

Cited by 7 publications

References 6 publications

Transforming causal logics in Finnish adult education: historical and moral transitions rewritten

Transforming causal logics in Finnish adult education: historical and moral transitions rewritten

Negotiating border-crossings when ‘adult education’ meets ‘vocational learning’. Comparative historical notes on defining the ‘research object’

Mapping our way out? Critical reflections on historical research and the Faure report

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