1972: a good year for adult education

Gwen N. Pawlikowski
The "field" of adult education can be viewed geographically. During some time periods, little change occurs and the landscape remains as it had been for a long time. In other periods, such as when a volcano erupts or an earthquake rocks a cityscape, the terrain is significantly altered. 1972 was that kind of period for adult education and three significant reports documented the changes. Learning to Be, the famed Faure Commission report from Unesco, called for adult education as a necessary
more » ... e for the future. A. Future of Choices, A. Choice of Futures from Alberta's Worth Commission and The Learning Society, from Ontario's Wright Commission echoed Learning to Be. A critical examination of these reports reveals the new status adult education had received in the eyes of both educators and governments. While many new "territories" were opened to adult education, as evidenced by these reports, three in particular have been chosen for examination: leisure, technology and the environment. Adult education was being called into the field of leisure as a way for society to cope with the expected increase in free time. Technology, as well, was increasing the perceived need for education. At the same time, technology was viewed as a positive force in the provision of adult education. Finally, adult education was being asked to help societies confront the sweeping environmental changes and in this regard, adult education moved to serving planetary, as well as societal, organizational and individual needs. Within the field of adult education, these eruptions occurred, extending the area beyond its previous perimeters. Not only did the field grow in 1972; the terrain changed in new and pervasive ways.
doi:10.14288/1.0055538 fatcat:l2fh4d666ncb5fn25jfvu62yla