Conley & Barot (2001). A UNESCO View of Adult Education and Civil Society.

Conley, M. W., & Barot, É. (2001). A UNESCO View of Adult Education and Civil Society. In D. H. Poonwassie & A. Poonwassie (Eds.), Fundamentals of adult education: issues and practices for lifelong learning (1st ed., pp. 189-202). Thompson Educational Publishing.

Headings:

  • Learning How To Value Democracy … 190
  • Exploring the Linkages between Adult Education and Civil Society … 191
  • A World Perspective on Civil Society … 193
  • UNESCO’s Delors Report … 194
  • UNESCO’s Tools for Action … 196
  • UNESCO’s Strength: International Co-operation … 199
  • Conclusion … 200
  • Endnotes … 201
  • References … 201

“Assuming an active citizenship role requires self-confidence supported by an understanding of the broader social sphere and the limits, possibilities and avenues of appropriate action within it. For educators, this means that any opportunity to give sense of purpose to their students should be embraced and developed.” (p 189)

“Rapid social change in the late twentieth century has challenged the individual’s capacity for critical reflection and for discerning the place of the individual within it.” (p 189)

[Discussion about ICT and its effect on education and democracy. Perhaps adding technology to education has the effect of diminishing civil society? — oki]

“Many such issues have taken on a new dimension in the wake of technological change — a social development that has, in and of itself, introduced a new realm of questions, possibilities and dangers to contemporary educational considerations in terms of (a) the actual ways and means of technological integration in educational environments, (b) the introduction of new questions concerning the relationships between “community” and the educational environment, and (c) what some see as the possible reduction of educational philosophy in meeting the demands of educational relevance in the global economy.” (p 192)

“UNESCO has a special role to play and can make major contributions such as … (c) demonstrating how international networks enhance survival and increase the exchange of information and knowledge.” (p 193)

“From the perspective of the Delors Commission, in order for education to be active in this sense, it must be organized in light of four different types of learning: learning to know, learning to do, learning to live together and learning to be.” (p 194)

“… education … is seen by UNESCO as the foundation through which social change may be informed, directed and managed.” (p 195)

“Education must, as it were, simultaneously provide maps of a complex world in constant turmoil and the compass that will enable people to find their way in it.” (Delors 1996, p 85, as cited in Conley & Barot, 2001) (p 195)

[Thought-provoking narrative illustrating our acceptance of international postal delivery, its requirement for the form of postal addressing, international agreements for mail exchange, and that we don’t need to know these in order to be able to take advantage of this system. — oki] (p 196)

“… adult education … can contribute decisively to economic and cultural development, social progress and world peace …”

(from http://www.unesco.org/webworld/peace_library/UNESCO/HRIGHTS/230-251.HTM, as cited in Conley & Barot, 2001) (p 197)

http://ur1.ca/1hbw (PDF) (p 198)

http://ur1.ca/1hcl (p 198)

http://ur1.ca/1hcq (p 199)

http://ur1.ca/1hcv (PDF) (p 199)

http://ur1.ca/1hcw (PDF) (p 199)

See this page at https://kinasevych.ca/index.php