Non-Formal Education Contributions to Scandinavian and North American Popular Movements [microform] / Rolland G. Paulston.
Non-formal adult educational programs in Scandinavian and North American popular movements have often been used to advance popular, democractic movements in both areas. Folk schools are often viewed as a panacea for social and educational problems, but as the findings here demonstrate, it is not jus...
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| Format: | Microfilm Book |
| Language: | English |
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1988.
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| 100 | 1 | |a Paulston, Rolland G. |0 http://id.loc.gov/authorities/names/n50052118 |1 http://isni.org/isni/0000000084267052 | |
| 245 | 1 | 0 | |a Non-Formal Education Contributions to Scandinavian and North American Popular Movements |h [microform] / |c Rolland G. Paulston. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1988. | ||
| 300 | |a 30 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the New Sweden '88 Seminar on "Workers Education: Comparing Non-Formal Adult Learning in Sweden and the USA" (New York, NY, October 24, 1988). Contains several figures which may not reproduce clearly. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED306164. | ||
| 520 | |a Non-formal adult educational programs in Scandinavian and North American popular movements have often been used to advance popular, democractic movements in both areas. Folk schools are often viewed as a panacea for social and educational problems, but as the findings here demonstrate, it is not just education but the mobilization of people around structural binds and realistic dreams that change societies. Folk colleges are formed when discontented people seek to solve problems through the creation of movement organizations that offer hope of success. These programs have a greater chance of succeeding if there exists some meaningful degree of tolerance by the established authority. During the history of the movement folk colleges, three major pedagogical orientations have occurred: (1) the poetic-historical; (2) the rational-pragmatic; and (3) the ideological-confrontational. The most effective movement education programs have been found in mass reformist movements seeking to extend democratic participation and secure folk political dominance, or in elite movements seeking to defend traditional rights. The paper concludes with figures on the formation and relationships of movements and non-formal educational programs and a list of references. (PPB) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Educational Innovation. |2 ericd |
| 650 | 1 | 7 | |a Folk Culture. |2 ericd |
| 650 | 1 | 7 | |a Folk Schools. |2 ericd |
| 650 | 1 | 7 | |a Nonformal Education. |2 ericd |
| 650 | 1 | 7 | |a Nontraditional Education. |2 ericd |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd |
| 650 | 1 | 7 | |a Social Change. |2 ericd |
| 650 | 0 | 7 | |a Social Problems. |2 ericd |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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