Unit 4 Democratizing Lifelong Learning
Overview
In this unit you will explore the role of the adult educator as an agent of individual transformation and social change. Why do you want to work in the field of adult education? A common response from educators is that they want to make a difference. This is the essence of this unit – as adult educators we want to make a difference in people’s lives and in the broader society. You will learn more about this conceptually and practically through the readings and learning activities this week.
Learning Outcomes
When you have completed this unit you should be able to:
- Articulate what intellectual humility is and its significance to adult learning.
- Choose strategies for your context that will create a safe, enjoyable, effective and democratic learning environment.
- Demonstrate cultural competency and describe specific methods for incorporating varied perspectives.
- Explain authentic individualism and how one can see unity in diversity.
Activity Checklist
Here is a checklist of learning activities you will benefit from in completing this unit. You may find it useful for planning your work.
Learning Activities
- Reflect on authentic individualism.
- Read and reflect on blog post by Baehr, J. and the article by Alfred, M.
- Read article by Snell-Herzog et al.
- Brookfield, S. (2013). Powerful Techniques for Teaching Adults Chapters 5 and 6.
Assessment
- Complete the Unit 4 Discussion Post Identify a marginalized group and comment on how to increase access to lifelong education for this group. Respond to at least two others’ posts
- Complete the Reading Response Assignment
Authentic Individualism
Canadian contemporary philosopher Charles Taylor’s views on the secular age and individualism help to explain authentic individualism. Taylor defines a secular age as a time largely devoid of hierarchical order and a general ‘flattening’ of society when all goals beyond human flourishing are eclipsed and individualism overwhelms the common good. People used to see themselves as part of a larger order that gave meaning and purpose to their lives. However, this is not the reality of most people in a secular age.
Generally the emphasis for the majority of people in a secular age is self, self-fulfillment, recognition and accomplishments. People in a secular age, Taylor argues, are consequently less concerned with others and society and there is less civic engagement. This does not negate the large public responses to tragedies that are indeed wonderful examples of people coming together through suffering. Taylor’s point is to say that daily life in a secular world is more individualistic than communal. His explanation reveals that most people lack a guiding philosophy that informs decisions and social networks, and that there is, rather, a focus on neutrality and an ethic of libertarian thinking where “people should be permitted to run their own lives as they wish [and] nobody would [have] a right to force his way of life upon his neighbor”. This is not individualism that serves the common good. Forcing a way of life does not sound desirable in any case, but Taylor contends that excessive individualism goes as far as to say that people in a secular age generally let other people lead their own lives and do not necessarily see a common responsibility to intervene or help them – that’s the more impersonal role of government. For Taylor, individualism is the primary ‘malaise of modernity’, since it is inherently inegalitarian; not everyone has equal access to the ‘good life’. Self-determination, a focus on efficiency and instrumental reasoning overwhelm a sense of true authenticity, purpose beyond the self and concern for the common good.
In contrast to excessive individualism, authentic individualism refers to people who know who they are in a deeper sense and, furthermore, know what they believe to be important, have a sense of purpose beyond themselves and are motivated by service to the growth and betterment of others. This servant leadership approach seeks to transform the challenges of competing needs into a community. An authentic individual sees themselves as part of the larger whole and is therefore not only concerned for their own interests. They are concerned about fairness to protect equal chances for everyone, and they get involved in processes to determine what the community as a whole desires.
Activity: Journal Reflection
Reflect on and journal about these topics:
- What dispositions does an individual who desires to be authentic need to foster?
- What are the challenges of leadership faced even by well-intentioned leaders?
- Do you agree with Taylor that individualism is the primary “malaise of modernity?”
Note that this is an ungraded learning activity designed to help you in your assignments.
Activity: Read and Reflect
Explore the writings by Professor Jason Baehr, Professor of Philosophy at Loyola Marymount University. Focus on humility’s role in authentic individualism: moral, intellectual and civic. What five steps does Baehr say a teacher can take to foster intellectual humility in the classroom setting?
Next, read the following article and consider the author’s assertion that “adult education has an explicit, emancipatory, critical and transformatory role.” Do you agree? Why or why not? Jot down a few notes for possible inclusion in your discussion post for this unit.
Reference: Alfred, M. (2016). Creating Space for Social Justice Education in an Era of Global and Neoliberal Capitalism: An Imperative for Adult
Education. Dialogues in Social Justice (1), 31-34.
> i Taylor, 2003.
> ii Taylor, C., 2007: 20.
> iii Doolittle, C., 2015.
> iv Taylor, 1992.
Summary
In this unit, you have had the opportunity to learn about the role of the adult educator in terms of envisioning how as an adult educator you have the opportunity to influence social change. You have explored your power as an adult educator, the need for authentic individualism and intellectual humility. You have made connects to methods or strategies that will help you achieve this vision. Imagine the energy and passion that is possible in the role of adult educator!
Assessment
Unit 4 Discussion
Drawing on any of the assigned readings for the unit, write a discussion post on the following topic:
The roots of adult education are in social justice. Identify a marginalized group and comment on how to increase access to lifelong education for this group.
Reading Response Assignment
Use the resources listed in this unit to answer the following questions. Be concise yet complete. Maximum three pages. Submissions details found under the Reading Response tab.
- Silberman suggests in chapter 12 how you can establish your leadership as an adult educator while enhancing democracy among learners in the classroom. Briefly outline a method you would use to:
- encourage group norms,
- avoid wasting time,
- to win participants over and
- prevent problem behaviours.
- encourage group norms,
- What three elements does a democratic system exhibit (Brookfield chapter 5)?
- For American adult educator Lindeman (1987), learning democracy is a central task of adult life. Explain, referring to Brookfield chapter 5.
- What three elements contribute to a democratic classroom? Which would be most challenging for you to implement/facilitate in your context? Explain. Refer to Brookfield chapter 5.
- How can storytelling be used to teach how power operates? Refer to Brookfield chapter 6.
Checking your Learning
Use the learning outcomes for this unit as a checklist of understanding before you move to the next unit. Can you:
- articulate what intellectual humility is and its significance to adult learning?
- choose strategies for your context that will create a safe, enjoyable, effective and democratic learning environment?
- demonstrate cultural competency and describe specific methods for incorporating varied perspectives?
- explain authentic individualism and how one can see unity in diversity?
Resources
- Alfred, M. (2016). Creating Space for Social Justice Education in an Era of Global and Neoliberal Capitalism: An Imperative for Adult Education . Dialogues in Social Justice (1), 31-34.
- Bregman, P. (2016). You Need to Practice Being Your Future Self. Harvard Business Review.
- Brookfield, S. (2013). Powerful Techniques for Teaching Adults. San Francisco, CA: Jossey-Bass. Chapters 5 and 6.
- Doolitte, C. (2015). Criticism of David Friedman’s ‘folktale’ cosmopolitan libertinism
- Silberman, M. L., & Biech, E. (2015). Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips (4th ed.). Hoboken, New Jersey: John Wiley & Sons. Chapter 12.
- Snell-Herzog, P. et al (2016). Moral and cultural awareness in emerging adulthood: Preparing for multi-faith workplaces Religions, 7, 40.
- Taylor, C. (1992). The Ethics of Authenticity. Cambridge, MA: Harvard University Press.
- Taylor, C. (2003). The Malaise of Modernity. Toronto: House of Anansi Press.
- aylor, C. (2007). A Secular Age. Cambridge, Massachusetts and London England: Belkap Press of Harvard University Press.
- Vanier, J. (1989). Community and Growth. New York: Paulist Press.
- Wang, C. X. (2017). Theory and Practice of Adult and Higher Education. Information Age Publishing Inc. Chapters 1, 6, 7 and 15.