IGESSIGESS (Institute for Global Economics and Social Sciences)

This course reviews the history of adult education and social movements with some typical cases in some countries including Japan and also with some international cases. The aim of this course is to understand the contradiction of adult education in the social perspective.

Students will be able to take adult education both critically and creatively in the relation to both of policies and social movements.

英語 / English

Some cases of adult education and social movements will be introduced at each class and students will be required to discuss about them in each class. They are also required to submit their comments after each class. These comments will be shared for discussion at the beginning of next class for reflecting previous class. Students will be also required to research and have their presentation about some case of their favorite country more than once in this course.

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[対面/face to face]：Outline of the History of Adult Education and its movement

Why people learn, and who teach them and why they do?

2[対面/face to face]：Adult Education movement for making policies of State

A peasants’ learning movement for making Constitution in Japan

3[対面/face to face]：Adult Education movement for their own culture

Folk High School Movement in Denmark and
Freedom College Movements in Japan

4[対面/face to face]：Adult Education movement to support workers in hard condition

Reading Camp in Canada

5[対面/face to face]：Adult Education movement to make own adult education system by workers

Workers Educational Association in UK and　Labor schools in Japan

6[対面/face to face]：Adult Education movement for social reform of local poor communities

Antigonish Movement in Canada

7[対面/face to face]：Learning Movement reflecting the social movements for human rights

Highlander Folk School in US

8[対面/face to face]：Some cases of Adult Education movements of some country

Discussion on the short reports by students

9[対面/face to face]：National Movements for Adult Education

Canadian Association for Adult Education
—National Farm Forum and so on

10[対面/face to face]：Social Education Movements after World WarⅡ in Japan

Japanese Association for Promotion of Social Education as a holistic independent national adult education movement

11[対面/face to face]：Adult Education movement by Government in the national revolution period

－Nicaragua Literacy Crusade Movement and Popular Education movements

12[対面/face to face]：History of International Movements for Adult Education and now

World Association, CONFINTEA by UNESCO, ICAE

13[対面/face to face]：Revisiting the purposes to reduce the poverty and illiteracy for Adult Education

Which is the purpose of Adult Education, support or control, adaptation or revolution？

14[対面/face to face]：Summarizing Discussion

Discussion on the last reports by students

Students must read the lecture note for each class and write down some comments on the topic at its test of the learning-support system, Hoppii before each class. Students also must write down their comments on the discussion in the class at its test of Hoppii after it.
Students are also expected to research similar movements of adult education in their own country for their short presentation on some of them at the eighth class.
The standard preparation and review time for each class is 2 hours.

There is no fixed textbook. Some documents are given at each class.

Social Education/Adult Education in Japan Policies, Practices and Movements
during the last 12 years: Analysis and Recommendations
－A Report from Civil Society Organizations to the Sixth International Conference
　　　　　for Adult Education (CONFINTEAⅥ)－（CSOs report）
written and edited by Japanese Domestic Grass-roots Meeting for CONFINTEA Ⅵ(digital), November 2009
http://prof.mt.tama.hosei.ac.jp/~yarai/JDGMCON6/CSOsREPfinalencore100107.pdf

Grading is according to the total evaluation of short presentation (20 %), Final essay (60%), and comments presented through the test slots of the University learning-support system, Hoppii before and after each class and contribution to each class discussion (20%). Students are required to present their short presentation at the eighth class and Final essay for the fourteenth class.

Something efficient way is needed to introduce in each class for making students more active for discussion. They like to discuss each other.

Please make sure that you can receive any messages from the teacher at your e-mail address through the University Support System for Lecture.