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Essay / Research Paper Abstract
A 25 page paper. Ideas regarding adult education as presented by Gramsci, Freire, Mezirow, and Boyd and Myers are outlined and discussed. Both Gramsci and Freire were writing against oppressive societies and promoted radical cultural and ideological changes. Both believed only the people who were oppressed could bring about those changes. Mezirow and Boyd and Myers wrote that unless there was a transformation in thinking, learning did not take place. The writer demonstrates there may be more differences within each of the two schools of thought than between them. Bibliography lists 20 sources.
Page Count:
25 pages (~225 words per page)
File: MM12_PGrdtrnl.rtf
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add to what they already know, rather the learner must "transform existing knowledge into a new perspective and in so doing emancipating the learner" (Mezirow, 1970). The adjustment the learner
makes leads to a new perspective, otherwise no learning has occurred (Mezirow, 1970). Freire is more of a social revolutionizer and used the process to help empower people by teaching
them they could have more freedom (Freire, 1970). Freire argues that adults must be able to discern what is happening in their culture and gain the skills and confidence to
work towards change to better the culture for all residents (Freire, 1970). One interesting fact about radical and transformative approaches to education is that Paulo Freire is discussed under each
model and is claimed by each school. There have been a number of movements and approaches to adult education. In the early decades of the 20th century, two major
distinctions were made (Boughton, 2002). On the one side were those like Freire, Horton and Gramsci, who called themselves radicals and socialists and who would later refer to themselves as
communists; on the other side of the spectrum were those who called themselves progressives or liberals (Boughton, 2002). For the most part, adult education today is a descendant from the
progressive or liberal way of thinking (Boughton, 2002). Liberals, such as Earsman in England and others, have historically attacked the radicals for a lack of real education, putting in place
indoctrination into the theories of Marx instead of really educating the people (Boughton, 2002). The liberals, in turn, were attacked by the radicals with accusations of educating the masses for
the purpose of sustaining the bourgeois state (Boughton, 2002). In discussing todays learning processes, Elias alleged: "One cause of the troubles afflicting the contemporary world is the quality of mind
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