It has been
quite a month.I really appreciate how
my group has been able to get assignments done early.This takes a lot of pressure off the end of
the semester.I have just completed my
final reflection paper and am feeling an appreciation for all I learned in the
context of this course.Thanks to all, your
insights, experiences and personal stories were greatly appreciated.
Jennifer’s Monthly
Summary: April
WOW, we accomplished a lot! This month wrapped up our Project
Demonstration and we were able to use some really cool technology to pull that
together.There was a lot of work and
preparation that went into both our final summary and final project
demonstration.As a group, we were
slightly more distanced this month just because of our outside
obligations.I noticed that we were not
as engaged with each other as we had been.Some of this I attribute to the fact that we had worked ahead and
completed some of our assignments ahead of the deadline and therefore had extra
time for our project demonstration.
I thoroughly enjoyed putting together the project
demonstration.It allowed me to express
myself creatively and that was a win-win for me.I also enjoyed the time to just reflect on
the course and review the other groups’ blogs.Everyone has done fantastic work and the projects have all been
interesting to review.
Stephanie’s Monthly
Summary: April
April has been a very busy month.There was a lot to read, comment on, and
develop.With much of our assignments
mandating group coordination, there was also a lot of communication that took
place in effort to put together a strong final project demonstration.As we prepared for the final project, we had
to reflect and articulate all that we had researched and learned over the
semester.I went back and reviewed the
content and assignments we covered in order to make a comprehensive assessment
of what I had learned.This was a good
exercise and assisted me in developing an overview that included the history of
adult education and those who have contributed to the field.
The final project
was a great opportunity to be creative with presenting the information we had
presented in other assignments.As each
person contributed what they had learned, experienced, and envisioned for the
future of adult education, you could see how each person’s experience was
unique.Each person in our group brought
something different to the experience, and each person took away a little
something different.This provided
evidence that learning has impact when it is relevant to one’s experience and
expectation.
This semester,
although rigorous, has been very rewarding.April has been the culmination of a very busy and demanding
semester.I have learned a lot through
the course work and through the online dialog.I spent more time this month reviewing assignments on the different
blogs and learning from what others had researched regarding adult educational
programs and organizations.Evaluating
other’s comments regarding the future of adult education helped me formulate my
thoughts on the subject as well.
May will be a short
month and a time of reflection and evaluation.I will spend time reviewing the syllabus and drawing conclusions to
which assignments had the most impact on my learning in this course.I will be anxious to see how others were
impacted by the learning this semester as well.
Tonda posted on final projects 1,2,3 & 4 and April monthly summaries for groups 1, 3, & 4.
Jennifer posted on final projects 1, 2, 3, & 4 and April monthly summaries for groups 1 & 3.
Stephanie posted on final projects 1, 2, 3, & 4 and April monthly summaries for groups 1, 3 & 4.
Tonda Martin, Stephanie Moran, and Jennifer Hindman
Ball State University
EDAC 631
March 30, 2013
Introduction
Throughout this
course, we all three agree that we have learned a considerable amount.At the same time, we each have unique
perceptions of our learning experiences.
Tonda’s Perspectives
When this course
began, I wrote in my personal story, “I have a strong desire to learn how to
provide a nurturing space in which adults can be invited to creatively
cultivate courage, compassion and connection.My intention is to do this in a manner that engages the whole person; body,
mind and spirit.”
I am so glad I took
what felt like, “the road less traveled,” when I selected adult educators;
Parker Palmer and Dr. Rachel Naomi Remen, the adult education program;
InterPlay, and the adult education organization; the Association for the
Contemplative Mind, because holding them up next to the thoughts shared by my
readings and peers, provided a creative tension for new understandings.They helped me immensely in learning more
about an area of adult education I perceive to be counter-cultural, but even
more essential to our future, than I originally believed; spirituality.Education, in my opinion, has developed
techniques over the centuries to develop the exterior abilities of the student,
so it often goes against the current culture of education itself to develop the
student’s relationship with their interior.Nurturing students in the art of tapping into their inner ways of
knowing, I believe is the most important contribution to education that can be
made, for a more just and compassionate world.One reason I suggest educating for spirituality is counter-cultural is
we tend to educate out of an ethic of cost-benefit -analysis, rather than out
of one of genuine compassion and generosity.
Image of Adult Education in the Future
In researching
educator’s Parker Palmer and Dr. Rachel Naomi Remen, the adult education
program InterPlay, and the Association for the Contemplative Mind in Higher
Education, I discovered several common threads that inform my understanding of
adult education for the future.For the
purpose of education I find it is important to speak of spirituality in a
secular manner, because it eliminates the stigma of religion.Religion by its very nature is divisive, in
that it supports a particular ideology.In my personal story I revealed my background is in religious
education.When I moved away from
religion, in my personal life, I found myself bereft, no longer with a language
for my spirituality.I have learned
there is a secular language for spirituality that is not rooted in any
ideology, and thus is equally available to all.I believe spirituality to be about the explorations of meaning,
relationship, purpose and values.I have
found using secular language for spirituality in no way diminishes my understanding,
but instead broadens and deepens it.
The type of education I believe to be
important at this time in our history, and for our future is an integrative,
transformative and a communal initiative cultivating the whole person in the
fullest way possible.Good teaching is
not about technique rather, it is an ability to creatively craft one’s identity
and integrity into the role of adult educator, and providing a supportive
presence as we invite students weaves together an embodied understanding of their
roles and responsibilities.This is
important I believe because identity is found at the juncture of the various
forces that make up our lives, and integrity lies in conveying those forces in
ways that bring us fullness of life, rather than division and destruction;
individual and collectively.Living out
of both our potential and limitations is not always easy.
In my explorations
of adult education, I am reminded of the importance of it taking place in the
context of community.For it is in
community, and listening to one another’s stories, that we are reminded of the
power of our humanity and the ability to use our lives to make a
difference.
Making
Education Visible & Important in the Future
Traditionally
(since the Enlightenment), I believe spirituality in education has been
perceived primarily as a subject; indoctrination.I think an important shift, for a more
compassionate world, is making spirituality less of a subject and much more of
an orientation toward knowing; one that is visibly practiced in education.Contemplation develops a deep personal and
social awareness; and exploration of meaning, purpose, and values in service to
our common human future.Adult Education
often demonstrated a primary agenda of providing skills to serve the labor
market, and this is certainly vital for individuals, the economy and our
society.Yet its primary mission
dictates it goes further, it must create environments for students to inquire
and challenge themselves about the meaning of their lives and the lives of
others.Courses must offer challenging
reflections of how the material relates to student’s values, allowing them to discern
the nature of the impact they want to have on the world.Formally, this can be made visible by
integrating the student’s sense of engagement and purpose directly in their
studies.Informally, I would like to do
this utilizing the expressive arts; singing, story-telling, movement and
silence.In either environment, this
begins with students becoming clear about what is most deeply meaningful to
them – what are their values?Students
need to be supported in learning to attend to the implications and consequences
of their actions; so we as a people are not destined to create unintentional
harm or suffering.Once this inquiry is
set forth and nurtured, students can begin to focus on their intention and
revise behavior that is not in accord with it.Adult education becomes more visible when it supports students in the
inner (contemplative) search of what means most deeply to them, and then
provides them the tools to live out that meaning in ways they value, deepening
their relationship to the world.I
believe this is how through adult education can find the power to create a more
just and compassionate world.
Jennifer’s
Perspectives
This course has afforded an
abundance of learning opportunities.As
students, we were able to learn from each other’s experiences in the online
group discussions that occurred weekly.Being split up into small groups also created a closer learning
environment, where we got to know our group mates on a more individual basis
and worked through the dynamics of forming, storming, norming and performing in
a group for project work.I am grateful
to have had the experience.
When I initially came into this
class, the majority of my personal adult education experience in instruction had
been in the healthcare field in some aspect or another.Whether that was instructing healthcare
providers on patient care techniques, directing and instructing the Paramedic
Program, serving as a guest speaker at local public events or developing the
leaders within my organization, I was immersed in education.Even though I was immersed, I found that
through this class, I learned some very valuable pieces of adult education
theory and organization.
First, I received reinforcement on
informal v. formal learning processes and validation that the adult learner’s
experience is an important and valuable component of the adult education
experience.I also learned about service
learning and the impact of service learning on the adult learner and their
education experience.I have used
service learning experiences in the past, but I now feel better equipped to
organize the experience in a more learner friendly manner.I found the history of adult education
fascinating and the ties to religion, government and economics were
pivotal.The challenge given to us in
the middle weeks of the class was helpful where we were directed to discuss the
importance of location of learning and public learning activates.
When it came time to research an
adult educator, I knew that I wanted to research one that had had a significant
impact on leadership through a solid education theory.This is why I chose Chris Argyris to research
and learn about his theories-in-use and theories espoused.This activity provided solid information
about the leadership and engaged workers.
All-in-all, I would say that I have
reinforced some of my previous perspectives such as learners’ experiences are
valuable, service learning has its place, and learning can occur in any
location and by both informal and formal methods.
Image
of Adult Education in the Future
Adult Education has the potential to
make a significant impact in the future.Currently, I see the image of Adult Education as one that is driven by a
majority of adult education organizations asking themselves, “how many students
and how much money can the universities and colleges make?” rather than “how
can I provide the best learning experience possible for our students?”The future of Adult Education will only
continue to play an important role as competition for student numbers and
growing volumes increases.
It is for those aforementioned
reasons that I believe students will become the driver for the image of Adult
Education in the Future.Students will
demand a high quality education at a reasonable price.Students will drive degree program
development and offerings as well as locality for choice in secondary education
locations.
The image of Adult Education in the
Future is one that must be robust, well-rounded and focused on the needs of the
adult learner.Adult Education must
continue to explore service learning, integration of technology and
communications and specific program development in order to meet the rising
expectations of the future adult learner.
Making
Education Visible & Important in the Future
I sincerely believe that Adult
Education will be important in the future with little effort on the part of
secondary adult education organizations.The reason that I believe this to be the case is because employers drive
jobs, job descriptions and expectations for the entry workforce.Because employers are continuing to demand
more and more employees with higher degrees, continued education on the part of
the adult learner will be a must, a necessity for survival in the job market.
Secondly, Adult Education will
become more visible as more and more technology oriented learning institutions
and secondary adult education organizations continue to crop up.For example, when I first entered adult
secondary education back in the early 1990s, you had two primary “technical”
colleges – Indiana Tech and Ivy Tech.Since that time, more and more have cropped up; Brown Mackie, Ross
Medical Education, Redken University, etc… This will only continue in the
future as the workforce demands programs that meet their learning needs as well
as the needs of the employers.
Adult Education can continue to
become more visible through development of educator and education organizations
standards of training and/or standards of practice.Additionally, to remain at the forefront,
adult education organizations should perform community assessments to determine
the needs of those in the communities that they represent.Marketing campaigns, seminars for educators
and the growth of professional organizations will all increase adult
education’s visibility to learners.
Lastly, access may be the most
important component to visibility.Adult
Education Organizations who, “get it right” and have a streamlined process for
students to access the university or college and make sure that students can
receive timely feedback and answers to their questions while navigating the
organization and application process will increase visibility as well as the
image of adult education.
Stephanie’s
Perspective
I began the semester with some general
knowledge and experience with adult education programs.I had taken a graduate course prior to this
that exposed me to many of the theorist and methods of adult education.I had not, however, made connections to my
own experience in adult learning and the existing adult education
perspective.In the first assignment, I
was able to identify the “progressive theory” as one in which I most commonly
embrace in my own learning and in the practice of facilitation.As stated by William Hanes (2007, page 2),
the progressive perspective is characterized by placing “emphasis
on learning by doing, hands-on projects, expeditionary learning, experiential
learning.”Hanes suggests
that within the progressive perspective, education places a strong emphasis on
problem solving and critical thinking.Learners often work in groups, develop social skills, and embrace the
action of learning as opposed to rote knowledge and repetition.Within the Progressive Movement, education is
utilized as a way to develop social responsibility and democracy.The focus of learning is on the individual
opposed the group of learners.(Butts and Cremin, 1953).As we had opportunity to research other
various educational perspectives, I continued to identify most often with this
perspective.
When given the opportunity to research a
leading adult educator, it was no surprise that I selected John Dewey.Merriam and Brockett (2007) states, “The most
eloquent and widely known advocate for the application of pragmatism to
education was John Dewey.”I did not know prior to my research how
influential John Dewey was to the Progressive Movement with his pragmatic
philosophical ideas and how much his views continue to influence the way we
instruct in the classroom today.
This course has been very instrumental in
teaching me the history and value of adult education programs and
organizations.As mentioned before, over
the course of the semester, I was able to apply greater understanding to my own
experience as I could see more clearly the roles and contributions the adult
organizations and programs I have participated with in the past.We observed that for adult programs and
organizations to be affective and sustainable, they must have a well-defined
vision and mission statement.It was
demonstrated through our research that it is important to have roles and
responsibilities provided for both staff and members in these
organizations.The text was very helpful
in assisting me in understanding the need for access to education for adults at
all levels and from all diverse backgrounds.Historically, it was enlightening to observe how adult organizations
often developed as a solution around an existing need within society.“The stated goals of adult education in
countries around the world are similar in the sense that each nation is
concerned with improving the lives of its citizens.”(Merriam and Brockett, 2007, page 166).
Finally, prior to this course, I had never
really considered the “professionalism” of the field.In fact, I had not ever been challenged to
think about the method and intention of professional organizations and the
roles they play in establishing the standards for the corresponding
profession.After studying the topic, I
have a much greater appreciation for what the professional organization role
is.Although I value the roles they
play, I can also see how the professionalization of a field can cause
alienation and marginalization of other non-participating individuals.I can also see how professional organizations
can control standards and members as well as support them.
Image
of Adult Education in the Future
It has been interesting to review the history
of Adult Education and observe how it responded according to the changing times
within this country and across the globe.With so many countries experiencing economic challenges and a shift from
a manufacturing based economy to knowledge based economy; the need for adult
education will continue to grow.Adults
in many communities need to adapt their knowledge and skill to the technological
advancements of this and future decades.Governments and communities will have to prioritize the educational
needs of adults or we will have generations of adults who don’t have the skills
they need to work and will become or remain unemployed.Therefore, I would support that systems of
adult education will become increasingly valued.Not only will adult education provide job
training, but provide systems, formal, in-formal, and non-formal, to increase
the well-being and health of adults and families in the communities they
serve.When adults are empowered to make
healthy and responsible decisions affecting the various components of life, the
entire community and society will be more functional and economically
successful.
Adult Educators will be increasingly
represented in many different venues.The growth of educational programs offered by hospitals and community
centers has grown over the past decades and I would suggest they will continue
to grow.Libraries, museums, and
environmental agencies also provide adult educational opportunities that have
impact and continue to grow despite funding challenges.With many different venues offering
educational opportunities, it increases the access for citizens to
participate.This knowledge is often
reviewed and collaborations that exist to increase the well-being of
communities, and I think there will be continued effort to offer adult learning
experiences.
Making
Education Visible & Important in the Future
One way I think we can make adult education
more visible in the future is to begin to lobby legislators in effort to
increase funding and resources for programming and designated funds for adult
learners.Resources could be allocated
for community educational initiatives that can reach adult learners they are
accessible too.Much attention is given
to college enrollment and completion to traditional students, but there is not
near the focus on adult learning goals.
I also think that for adult education to
become more visible and important in the future, we have to continue the
research and scholarship to demonstrate the positive affects lifelong learning
has on the individual and society.Once
this work is published, it is important to market the work to organizations
outside the educational field so they can begin to champion the cause of
lifelong learning and the many benefits it offers.There are ways to market education that have
not been tapped into.Using social media
and technology to promote and demonstrate the benefits of lifelong learning has
mainly been used to promote schools and programs.I think we need to “tell the story” of how
adult education impacts individuals and communities. As technology and learning
continue to integrate, learning is not limited to a classroom.Adults can actually share in the children’s
education in new ways because of flipped classrooms and like methods.Higher education has begun to share its venue
and opportunity with high school students, maybe in the future, high schools
will share their virtual venues and opportunities with the adults in the
families they serve.
It is true, higher education has become very
expensive and limiting in some ways, but in other ways, barriers have been
removed through distance learning and free on-line courses being offered for non-credit.I think the future for adult education is
bright, and with necessary attention given to it by community, government, and
economic leaders, it will continue to grow and have impact.
References
Butts, Freeman & Cremin, Lawrence (1953).A history of education in American culture.
New York.Henry Holt &
Company.
Haynes, William. (2007).The
progressive education movement:Is it
still a factor in today’s
schools? New York. Rowman &
Littlefield Education.
Merriam, Sharan & Brockett, Ralph. (2007) The profession and
practice of adult education.
I have
enjoyed this course much more than I expected.It’s provided a great overview of adult education.I am glad that we were invited to do research
and complete projects in a variety of areas; personal experience, adult
educators, adult education programs, and adult education organizations.More than once it was hard to make a choice
about what to present, because there are many fascinating things going on in
the field of adult education.I learned
through the group experience, we really do come to the work of adult education
with different orientations, expectations, values, strengths, growing edges and
goals; it can be a challenge to honor each one for their individuality when
working on a collective project.I strongly
suspect this will be a continuing creative challenge for any group experience
in adult education.
Jennifer Hindman
March Monthly Summary
The month
has gone by very quickly and we’ve completed another two projects.I appreciate my group members and their
willingness to work collaboratively together.For not their willingness, we would definitely be sunk! The research we
have completed on programs and organizations has been interesting to say the
least and I’ve learned about organizations that are formal in nature that
support Adult Education that I didn’t even know existed.I did feel a little overwhelmed by the amount
of work this month, but with the support of my group members, I buckled down
and we are actually ahead of schedule.This has left me with a feeling of accomplishment and relief.I look forward to our project demonstration
and wrapping up the course work.
March Monthly Summary
Stephanie Moran
I know as we are closing out the month
of March, we should be sensing spring has arrived.However, the gray days and cold temperatures
have hardly paved the way for a spring like atmosphere.I was happy to have a week of spring break
earlier this month, but for me, it really meant more of the same.It did give me an opportunity to get caught
up with my school work and even work ahead a bit.This has been a busy month for pulling
together the components of the group’s projects.I have found the assignments both interesting
and helpful in understanding the impact of adult education and how the various
adult programs and organizations that exist contribute to the context of adult
learning.As we discussed and considered
the different programs and organization that are out there, it was interesting
to arrive at the decisions of what two programs and organizations we were going
to investigate and report on.In both
cases, we were able to select very different organizations.That allowed me to see how even in the
context of governance and program development, there can be different styles
and methods attached to organizations.
Our group has been able to become more
acquainted and familiar with each other.This has been helpful in organizing our projects.Our group has been very willing to let each
member participate in whatever way they can in effort to contribute to the
project.Jennifer has been a great help
in jump starting our projects and giving them a final glance as she is most
experienced with the APA formatting.This has been a great help for me to have someone to assist me in the
process of learning for this class.Tonda
brings a creative and holistic side to all of our work which is a breath of
fresh air and brings meaning and purpose to the learning process.She is also an expert on relationships and
communication and has helped facilitate healthy group dynamics.So, I have been learning much more than just
the content that is being presented.I
am also learning how to work as an on-line colleague and group partner.With much more of my group dynamics being
learned face to face, this has been a beneficial, unforeseen component.As we move into the final project, we are
already communicating on which direction to go, how we want to present, and
what we need to do to get there.I
anticipate another busy and rewarding month ahead.
Jennifer posted on Group 1 (March Monthly Summary), Group 2 (March Monthly Summary & Important Adult Education Organizations), Group 4 (Important Adult Education Organizations). Stephanie posted on summary comments: Groups 1, 3, and 4. Adult Organizations: Groups 1, 3, and 4.
Important Adult Education Organizations
Stephanie Moran, Tonda Martin, Jennifer Hindman
Ball State University
EDAC 631
March 23, 2013
Unique
Adult Education Organizations
Each
of us has been exposed to adult education organizations.Jennifer
has been involved with the National Association of Emergency and Medical
Services Educators, American Association for Adult and Continuing Education,
and The National Center for Community Education.Tonda
has participated inThe Association of United Church Educators,
The Association for Clinical Pastoral Education, The United Church of Christ
(Leadership Office), Spiritual Directors International, National Hospice and
Palliative Care Association, and Gestalt Pastoral Care.Stephanie has spent time engaging with The
National School Boards Association, Federation of Teachers Association,
Education Foundation Association, American Medical Association, American Grant
Writers Association, and National Aerobic and Fitness Instructors Association. Each of these organizations has had impact
educating and resourcing members in perspectives of operation, methods, and
ideology.While some have been of
benefit professionally, others have been of benefit personally.All agree that learners benefit from both
formal and traditional types of educational organizations and professional
association as well as less traditional and formal organizations and
associations.For this report, we
included one of each category.
The
Association for Educational Communications and Technology
The Association for Educational
Communications and Technology (ACET) is an organization that includes thousands
of educators that are focused on improving instruction through the use of
technology.ACET members are found in
various educational facets including colleges and universities as well as the
military.The members of ACET are
involved in various tasks such as planning, studying, developing and producing
communications media for instruction.ACET happens to be the oldest organization of its kind having both a
national and international presence.Founded
in 1923, the organization has evolved just as technology has.The ACET mission is “helping people learn
more efficiently and effectively through the use of the best technologies
available at the time.”(Association for Educational Communications and
Technology, 2013)
The organization originated out of
the desire of a small group of passionate educators to make the learning
experience for students better.The
organization is directed by a Board of Directors that is well-diversified and
come from all over the country.Board
members also represent a variety of colleges and universities.
ACET publishes two print journals; Educational Technology, Research and
Development and TechTrends.Also, published are two online journals; International Journal of Designs for
Learning and Journal of Applied
Instructional Design.These journals
provide the latest research and development in the technology and education
field.The journals are pay-for-subscription
and offered at a discounted rate to members.
There are ten divisions within the
organization that support technology in education in different ways.The divisions allow focus on development for
each of the respective areas.Members of
ACET are encouraged to join a division of their interest.One of the board members oversees the
functions of their respective divisions.Currently, the divisions are:
1.Design
& Development
2.Distance
Learning
3.Graduate
Student Assembly
4.International
5.Multimedia
Production
6.Research
& Theory
7.School
Media & Technology
8.Systemic
Change
9.Teacher
Education
10.Training
& Performance
ACET now has developed affiliations with
24 state and six international organizations that also are related to adult education.All of these affiliations join ACET in
maintaining and promoting the highest level of standards in development and
professionalism.
The main roles and responsibilities of
ACET include; promotion and improvement of the use of technology in education.Through the affiliations with state and
international adult education agencies, the relationship of professionalism and
instruction through technology in practice.
ACET has impacted the field of education
through their robust and extensive history.ACET originated as discussed earlier in 1923 by a small group of
educators.This group of educators had a
vision, a passion to make education better through the use of new media.Originally in the 20s, instructors of adults
wanted to further the education experience through the use of motion pictures
and slides.(Association for Educational Communications and Technology, 2013)Later, in the 1930s the activity of
incorporating new media into instruction gained momentum as it spread to higher
education organizations.Then, during
the post WWII era, there was an influx of technology specialists that were
returning from the war at the same time that there was an increase in colleges
and universities.During 1958-1970, the
federal government encouraged the improvement of teaching math, science, and
foreign languages, which led to the use of new media via television in the
classroom.From 1971-1982 there was a
shift in ACET from audiovisual orientation to a systems approach and a new
definition statement characterized “educational technology as a systematic
problem-solving process.”(Association for Educational Communications and
Technology, 2013)Later in the 1980s & 1990s the
organization moved its headquarters and central office to Bloomington, Indiana
while continuing to evolve in their focus and changing towards a center on
instructional design.ACET adapted by
developing relationships with instructional designers and computing specialists.At the end of the ACET organization had
evolved into one of several divisions with multiple board members and unique
affiliations with external adult education agencies.The impact of ACET is one that has continued
to grow in the field of instructional design through the use of technology over
the course of 90 years.Rather than
becoming stagnant, the organization embraced change and continued to meet the
ever demanding needs of students and adult education organizations.
We have discovered that the AECT prioritized
development of media in education through use of detailed divisions within the
organization.AECT developed standards
for use of technology in the classroom.These standards are used worldwide and have brought innovation into the
classroom and brought educational possibilities to those out of the
classroom.AECT has impacted educational
entities through developed relationships, published works, and conferences.Its oversight has advocated through standards
and development that the most proficient media and technology is available for
educational purposes.
The
Association for Contemplative Mind in Higher Education
The
ACMHE is an organization that understands adult education as an opportunity “to
cultivate deep personal and social awareness; an exploration of meaning,
purposes and values in service to our common human future.”(The Center for Contemplative Mind and Higher
Education, 2013)They are a multidisciplinary, non-profit,
professional academic association, consisting of educators, scholars, and
administrators in higher education.
The ACMHE’S mission develops directly
out the history of adult education. The roots of higher education in the West
can be traced back to the cathedral schools and monasteries of the 12th
century. Likewise, in Asia, education was inseparable from religious and
spiritual life. With the Enlightenment, education made a crucial and proper
shift towards the secular. They perceive the current challenge of adult
education to be; creating a form of education that is at once true to the best
ideals of the Enlightenment, which valued reason, experience, and human rights,
and at the same time reconnecting to the ethical and spiritual foundations that
support our values and deepest understandings. Their work supports an
ethics and spirituality that is not rooted in an ideology or creed but which is
available equally to all.“We seek to
recast the traditional foundations for education into a truly integrative,
transformative, and communal enterprise that cultivates the whole person in the
fullest way possible.”(The Center for Contemplative Mind and Higher
Education, 2013)The
reason they advocate for contemplative practice in higher education is to
encourage new forms of inquiry and imaginative thinking; and to educate active
citizens who will support a more just and compassionate direction for society. “The ACMHE supports members (educators,
scholars, administrators and students) in the development of contemplative
pedagogy, research methodology, epistemology and organizational designs by
creating forums for the exchange of diverse perspectives on contemplative
practice in higher education.”(The Center for Contemplative Mind
and Higher Education, 2013)
The ACMHE does this by connecting a
network of leading institutions and academics committed to the recovery and
development of the contemplative dimension of teaching, learning and knowing
and also through its vision.According to Arthur
Zajonc, Founding Committee Chair and Former Director of the Center for
Contemplative Mind in Society:
“The
view on which contemporary higher education is constructed is too limited.
Its impoverished and largely reductive understanding of the world
inevitably leads to partial solutions to the problems we face in such areas as
education, health care, agriculture and economics. We need an education
that embraces and develops an enlarged view, one that has room in it for the
exploration of meaning, purpose and values and how to serve our common human
future.Likewise, the very methods of
scholarship and research are limited. For all their power, the
conventional methods of scientific research and critical scholarship need to be
broadened. The reflective, contemplative and experiential methods
developed within the contemplative traditions offer a complimentary set of
research methods for exploring the mind and the world. When taken
together with conventional methods, an enriched research methodology and
pedagogy are available for opening up new pathways for deepening and enlarging
perspectives which can lead to real and lasting solutions to the problems we
confront.”(The Center for Contemplative Mind
and Higher Education, 2013)
The Association for Contemplative Mind
in Higher Education developed out of an initiative of its parent organization, The
Association for Contemplative Mind, following ten years of administering
fellowships and developing a community of contemplative educators, scholars,
and administrators, a distinct field of study and practice had emerged.
The ACHME declares the story behind
their formation began in 1996 when the Center was looking for opportunities to
explore the central question: “Could contemplative practices change the way we
think and act so that we move toward a more just, compassionate and reflective
society?” (The Center for Contemplative Mind and Higher
Education, 2013)
In July 2007 the Academic Program
Committee formed the Association Steering Committee. In September 2007 the
Board endorsed a refined Association proposal including a mission statement,
membership qualifications, and a mandate for the Steering Committee. The
Program launched the Association in May 2008.
The role of the ACHME in adult education
is the recovery and development of the contemplative dimension of teaching,
learning and knowing.The ACMHE carries
out this responsibility connecting a network of leading institutions and
academics by:
Stimulating
scholarship
and research concerning contemplative pedagogy,
methodology and epistemology within and across disciplines;
Sponsoring
forums for the presentation of research and exchange of ideas throughwebinars, regional and national meetings and an annual conference;
Supporting
the development of courses and curricula through one-week residential summer
sessions;
Supporting
the deepening of contemplative teaching through retreats for academicsoffering a variety of traditional and secular practices;
Distributing
scholarly work and general information relating to the field of
contemplative education online, including a quarterly
e-newsletter;
Providing online resources for
members to participate in discussion forums and share profiles,
publications, papers, and syllabi.
Conclusion
Both of these organizations are long standing in
their respective fields and both provide a multidisciplinary approach that
involves educators from higher education organizations.Through this research, we have affirmation
that adult education organizations can make an impact on learners through
affecting change and working with other agencies to ensure the change is
carried through to the educational institution where the teaching occurs.
References
Association for Educational Communications and
Technology. (2013). Retrieved March
13, 2013, from
The Center for Contemplative Mind and Higher
Education. (2013). Retrieved March
13, 2013, from CCMHE: http://www.contemplativemind.org/programs/acmhe
Table 1. Summary
of Adult Education Organizations
ACET
ACHME
Year
Founded:
1923
May
1, 2008
Mission
and Goals:
The
ACET mission is “helping people learn more efficiently and effectively
through the use of the best technologies available at the time.”
Advocate
for contemplative practice in higher education, encourage new forms of
inquiry and imaginative thinking, and to educate citizens who will support a
compassionate society.
Roles
and Responsibilities:
To
improve the use of technology in education by supporting the profession
through its ten divisions, 24 state and six international affiliates.
Administer
fellowships and developa community of
educators, scholars, and administrators in effort to create a distinct
fieldcontemplative inquiry and
thinking within higher education.
Other
Important Information:
Oldest
organization in its respective field.Publishes two print journals and two online journals
Includes
over 150 fellows in 100 colleges and universities throughout the
country.Developed out of the Center
for Contemplative Mind in Society which was founded in 1996.
Impact:
An
old and developed organization of over 90 years that focuses on changing
their focus to stay on top of the communication and technology needs of
education.
Brought
the culture of contemplation into the network of leading institutions and
academics.Stimulated research
concerning contemplative pedagogy methodology and epistemology.
Implications:
Able to
demonstrate flexibility in evolving to meet the needs of education
organizations through different time periods.
There
are ways to integrate the practice of contemplation into the academics of
higher education which have profound impact on the learner.This can be done via retreats, forums,
webinars
and curricula.
Tonda
completed the research and writing for the ACHME program.Jennifer completed the research and writing
for the ACET program, posted to assignment section on Bb and to blog.Stephanie completed the PPT presentation,
pulled the paper all together and did initial proofing.All reviewed final product.
