Historical and Contemporary Explorations of the Social Change and Spiritual Directions of Adult Education.

conceptualisation 12 Acquiring interpersonal skills 93 Action 15, 16, 56 Active experimentation 12 Adult leaming 106 Advantages of counselling 70 Aggressive behaviour 88 Aims 104 Andragogy 107 Assertive behaviour 88 Assertiveness 87 Assertiveness skills 39 Assertiveness training 27 Attitudes 156 Attributions 44 Audit, interpersonal skills 195 Autobiography 96 Awareness, exercise in 4 Body posture 89 Brainstorming 31 Breaking bad news 40 Caring 46 Catalytic interventions 36 Cathartic interventions 36 Chairing meetings 40 Characteristics of experientiallearning 15 Checking for understanding 78, 85 Classical curriculum 104 Client-centred counselling 75 Client-centred skills 78 Clients in counselling 77 Closing groups 126 Communication 18 Concrete experience 12 Confronting interventions 36 Confronting questions 83 Conscious use of the self 4 Consumers 103 Content 111, 89 Context 103 Contracts 137 Control, locus of 20 Conversations 40 Counselling 102 Counselling skills 39, 54, 72 Counselling skills training 27 Counselling advantages of 70 dient-centred 75 definitions of 55 disadvantages of 71 Critical incidents 109 Curriculum 103 Databases 159 Dead knowledge 17 Definitions of counselling 55 Demonstrations 196 Disadvantages of counselling 71 Distance 89 Education, problem-posing 15 Emotions 137 Empathic understanding 49 Empathy 50 Empathy building 78, 84 Environmental considerations 150 Ethics 72 Evaluating 40, 104 Evaluation questionnaire 144 Evaluation, formal142 Existentialism 14 Experience, human 18 Experience, personal21 234 J ~~ __________________ IN_o_Ex ________________ ___ Experiential knowledge 6-10 Experientiallearning cycle 11 Experientiallearning methods 23 Experientiallearning, characteristics of 15 Experientiallecture, the 34 Eye contact 79, 89 Facial expression 89 Facilitation 3, 108, 118 Feedback 121 Feelings, coping with 138 Flight 131 Fluency 89 Formallearning theory 21 Genuiness, personal 46 Gestures 89 Ground mies 135 Group activities 24 Group dynamics 127 Group facilitation 102 Group facilitation training 27 Growth, personal 52 Health care organisation 190 Helping others 63 Hidden agenda 133 Human experience 18 Humanistic psychology 14 Ideology 103 Identification questions 80 Individualized learning 117 Indoctrination 3 Information giving 39 Information seeking 39 Informativeinterventions 36 Intentions 103 Introductions 39

Acquiring Interpersonal Skills

When the discourse on lifelong learning began to gain ground and popularity world-wide over three and a half decades or so ago it did so in different locations and within different regional and international organizations. One such organization that gave it near absolute priority was UNESCO. In the early 1960s UNESCO declared ‘lifelong education’ as the master concept for all its educational planning, policy-making, and practice for the future. A considerable group of international writers quickly formed within the organization to work out what this undertaking meant, becoming a kind of loose movement in the process. Their object was to render ‘lifelong education’ the name of a project intended to re-conceptualize the whole of education as a lifelong process where, in modern times, it has customarily been associated with, and even defined as, schooling instead. The central idea of these writers was to re-cast schooling as a mere constituent phase of education within the broader context of a learning society. Indeed, the learning society was proposed as the new organizing principle for education instead of schooling, with the role of the schooling re-dimensioned accordingly as part of the learning society. In this way, by re-conceptualizing education in terms of a learning society also, the writers added the lifewide dimension of learning to the lifelong. Henceforth, other sites than the school — the home, the church, the workplace, the neighbourhood, etc., would be recognized as educationally relevant, or potentially educative, sites. And other modes of learning than schooling, including informal learning, as educative modes of learning.

Lifelong Learning: Small Adjustment or Paradigm Shift?

(1993). Lifelong Education: Illiberal and Repressive? Educational Philosophy and Theory: Vol. 25, No. 1, pp. 58-70.

Lifelong Education: Illiberal and Repressive?

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A comparative research study of student-teacher relationships in elementary school in china and america

(1984). Lifelong Education in the Writings of John Dewey. International Journal of Lifelong Education: Vol. 3, No. 2, pp. 115-125.

Lifelong Education in the Writings of John Dewey

(1984). Basil Yeaxlee and lifelong education: Caught in time. International Journal of Lifelong Education: Vol. 3, No. 4, pp. 279-291.

Angela Cross‐Durrant

Papers

Lifelong Education in the Writings of John Dewey

Basil Yeaxlee and lifelong education: Caught in time