An examination of the concept of community development as discerned through selected literature in the adult education movement in Canada and the United States, 1919-1960
Notice bibliographique
Résumé
This study examines the origins and the evolution of the community development concept in the Canadian and American adult education movement as discerned through selected literature in the period 1919-60. The concept is defined as the combination of adult learning and social action aiming to educate the citizens for collective co-operative enterprises in local control of local affairs. The study was undertaken in order to explain a fundamental concept in the movement. The historical method of investigation is employed. The community development concept in the adult education movement is identified, described, and analysed chronologically, and the main areas of thought and debate that produced the concept are explained thematically. The evidence used in this study was obtained from a systematic study of the adult education literature relying in large part on Canadian and American adult education journals. This was a single archive study in that all sources used are housed in University of British Columbia libraries. Another limitation was the total reliance on the written word. It was learned that the origins of the concept lie in the early years of the movement when adult educators searched for a guide for general social improvement in Canada and the United States. The concept was a product of four themes or subjects of thought—adult education for social improvement, the nature of community, the value of socio-economic co-operation, and the relationship between education and social action. The concept evolved from a general notion in the thirties into a specific method of adult education in the late fifties. It was a recurring theme because many adult educators perceived voluntary co-operative action as the democratic way to get people involved in participating in social change processes during the rapid and broad socio-economic changes that typified the period under review. The concept was controversial particularly in the thirties and in the fifties. An emphasis on the collective versus the individual and a stress on the active involvement in social change versus the neutrality in social change created incompatible divisions in the movement. This study concludes that the issues associated with the community development concept in the adult education movement will recur because the values involved are fundamental in the search for an improved quality of life through adult education.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».