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A Call for Leadership

A Call for Leadership PRESIDENT’S could have, considedie value in Leadership systems “furnish guid- I believe it is incumbent upon our to adult educators. But given that thw resolving problems or issues of cow- ance and direction to [the field] by association to identlfy and recommend are issues of the day for which adult quence to the public. establishing broad goals and policies, practical coum of action to assist in educators could provide civic education allocating resourn, training leaders, resolving persistent and pervasive con- leadership, I would like to propose a Whde space does not permit an indepth discussion of either the Great and generating knowledge,” according cern at local, state, national, and plan to qmnd to them. In doing so, 1 to a definition by W. L. Schroeder and international levels. k adult educators, refer to a plan largely developed by the Debate or the American Forum Series we have many opportunities to addres late Ambm Caliver, who in 1961, approach to adult education, the out- dmmed by Ralph G. Brockett in his line of the Great Debate format, hch chapter (“Professional Associations for the difficult and sometimes sensitive kame president of one of AAACE’s is reprinted below, contains consider- Adult and Continuing Education”) in issues of the day. A few of these impor- predeQssor organizations. Cdver the 1990 AAACEIJv-Bass Handhwk tant, potentially consequential, and served for more than hrty years in able practical information about the perhaps unpopular issues include hat is now the US. Department of purpws, objectives, and opention of ofAd1~2andContinumgEduaahbn. (1) unemployment, (2) women’s Education and is often cited as the the project. It also includes suggestions Another definition, by Marshall Edward rights and minority rights, (3) univer- writer of our national ABE legislation. intended to mlm a positive experi- Demoik and Gladys Ogden Demoik, in their hkPublkAdmin&&~ sal healthcare, (4) international crises Malcolm Knowles said of Caliver, “no ence. The project and its approaches to addressing major issues could be deve- defines leadershy as “all the mans by in developing nations and nations in doubt [he] was the father of adult basic which individuals w motivated to &tress due to wadcivil disruptions, education in hs country.” Late in his oped and implemented at any level or (5) hunger, (6) homelessness, career, while haspitallzed, Caliver through any entity whether communi- achieve group goals.” (7) immigration and acculturation, called a conference of twenty-four out- ty groups, block clubs, schools, or There is no smrity of leadershp (8) racism and its implications, standing men to discuss an idea he had human relations organizations. A withm the American Asxiation for Adult and Continuing Education. We (9) welfare reform (10) abortion, been considering for som time. The (11) the pursuit of quality public edu- idea and meeting of this group led to count among our membership out- cation (12) the public school and the “Great Debate,” which lead to the stanhg leaders such as Houle, Knoq religion, (13) school choice. American Forum Series. In my judg- Mezimw, Heimstra, Holden, Smith, The above list is not intended to be ment, the American Forum Series Finch, Bradshaw, Weinhold, Neff, and exhaustive; nor does it neQssarily rep- approach to addrsing issues in a for- a host of other talented men and resent topics that are of equal interest mal and spmatic manner has, or women. Sample Copy of the “Great Debate” THE GREAT DEBATE-NIXON-KENNEDY DISCUSSIONS A Project to Realize the Civic Adult Education Potential of the Debates Radio and TV networks have been asked to cany spot announcements concerning Purpose of Project the Project. To encourage, promote, and organize listening and viewing groups thmughout Each individual is asked to write letters to the editor, and invite their friends and the nation. acquaintanm to join or form a discusion group. To follow up the debates with bion of the issues, facts, arguments and proposed A study outline to guide the discussions has been developed. Hopefully, all local papers will action presented by the candidates. cany it on the days of the debah, and each participant will use it. Specific Objectives What Leaders Say To encourage citizens thmughout the land to consider the problem and isues Leaders in every walk of lifdrom the founding of the Republic to the present, haw of our times. To encourage citizens to discus the problems and issues as they are presented by emphasized the need for civic education. the candidates. George Washington To relate conclusions of the discussions beyond personal concerns to the welfare of “In proportion as the structure of Government gives force to public opinion, it is esse~t the community, nation, and the world. tial that public opinion should be enlightened.” To develop in citizens that sense of personal commitment togoodandrq%mbk? Herbert Hoover govnrzment which will motivate them to choose and vote wisely. “klf Government can succeed only through an instructed electorate.” How The Project Will Operate Dwight D. Eisenhower “So, this campaign is nothing la than a vast educational endeavor--presenting to National Organizations will the citizens the evidence needed in order to arrive at their individual judgments on the alert their local units concerning the Project. 9 encourage local members to form anaor join viewing or discussion groups in issues and the candidates.” homes, schools, churches, etc. Eleanor Roosevelt 0 urge their locals to request newspapers to cany the study outline and nm stories. “Here at home, Education that is known as adult education, is mast important. It is National nm seMm have been requested to cany the stories over their wiw on needed by people who are going to be leaders in every community.” the days of the debates. 4 A Adult Learning http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

A Call for Leadership

Hutchison, Peyton
Adult Learning , Volume 4 (4): 1 – Mar 1, 1993
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Publisher
SAGE
Copyright
© 1993 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959300400401
Publisher site
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Abstract

PRESIDENT’S could have, considedie value in Leadership systems “furnish guid- I believe it is incumbent upon our to adult educators. But given that thw resolving problems or issues of cow- ance and direction to [the field] by association to identlfy and recommend are issues of the day for which adult quence to the public. establishing broad goals and policies, practical coum of action to assist in educators could provide civic education allocating resourn, training leaders, resolving persistent and pervasive con- leadership, I would like to propose a Whde space does not permit an indepth discussion of either the Great and generating knowledge,” according cern at local, state, national, and plan to qmnd to them. In doing so, 1 to a definition by W. L. Schroeder and international levels. k adult educators, refer to a plan largely developed by the Debate or the American Forum Series we have many opportunities to addres late Ambm Caliver, who in 1961, approach to adult education, the out- dmmed by Ralph G. Brockett in his line of the Great Debate format, hch chapter (“Professional Associations for the difficult and sometimes sensitive kame president of one of AAACE’s is reprinted below, contains consider- Adult and Continuing Education”) in issues of the day. A few of these impor- predeQssor organizations. Cdver the 1990 AAACEIJv-Bass Handhwk tant, potentially consequential, and served for more than hrty years in able practical information about the perhaps unpopular issues include hat is now the US. Department of purpws, objectives, and opention of ofAd1~2andContinumgEduaahbn. (1) unemployment, (2) women’s Education and is often cited as the the project. It also includes suggestions Another definition, by Marshall Edward rights and minority rights, (3) univer- writer of our national ABE legislation. intended to mlm a positive experi- Demoik and Gladys Ogden Demoik, in their hkPublkAdmin&&~ sal healthcare, (4) international crises Malcolm Knowles said of Caliver, “no ence. The project and its approaches to addressing major issues could be deve- defines leadershy as “all the mans by in developing nations and nations in doubt [he] was the father of adult basic which individuals w motivated to &tress due to wadcivil disruptions, education in hs country.” Late in his oped and implemented at any level or (5) hunger, (6) homelessness, career, while haspitallzed, Caliver through any entity whether communi- achieve group goals.” (7) immigration and acculturation, called a conference of twenty-four out- ty groups, block clubs, schools, or There is no smrity of leadershp (8) racism and its implications, standing men to discuss an idea he had human relations organizations. A withm the American Asxiation for Adult and Continuing Education. We (9) welfare reform (10) abortion, been considering for som time. The (11) the pursuit of quality public edu- idea and meeting of this group led to count among our membership out- cation (12) the public school and the “Great Debate,” which lead to the stanhg leaders such as Houle, Knoq religion, (13) school choice. American Forum Series. In my judg- Mezimw, Heimstra, Holden, Smith, The above list is not intended to be ment, the American Forum Series Finch, Bradshaw, Weinhold, Neff, and exhaustive; nor does it neQssarily rep- approach to addrsing issues in a for- a host of other talented men and resent topics that are of equal interest mal and spmatic manner has, or women. Sample Copy of the “Great Debate” THE GREAT DEBATE-NIXON-KENNEDY DISCUSSIONS A Project to Realize the Civic Adult Education Potential of the Debates Radio and TV networks have been asked to cany spot announcements concerning Purpose of Project the Project. To encourage, promote, and organize listening and viewing groups thmughout Each individual is asked to write letters to the editor, and invite their friends and the nation. acquaintanm to join or form a discusion group. To follow up the debates with bion of the issues, facts, arguments and proposed A study outline to guide the discussions has been developed. Hopefully, all local papers will action presented by the candidates. cany it on the days of the debah, and each participant will use it. Specific Objectives What Leaders Say To encourage citizens thmughout the land to consider the problem and isues Leaders in every walk of lifdrom the founding of the Republic to the present, haw of our times. To encourage citizens to discus the problems and issues as they are presented by emphasized the need for civic education. the candidates. George Washington To relate conclusions of the discussions beyond personal concerns to the welfare of “In proportion as the structure of Government gives force to public opinion, it is esse~t the community, nation, and the world. tial that public opinion should be enlightened.” To develop in citizens that sense of personal commitment togoodandrq%mbk? Herbert Hoover govnrzment which will motivate them to choose and vote wisely. “klf Government can succeed only through an instructed electorate.” How The Project Will Operate Dwight D. Eisenhower “So, this campaign is nothing la than a vast educational endeavor--presenting to National Organizations will the citizens the evidence needed in order to arrive at their individual judgments on the alert their local units concerning the Project. 9 encourage local members to form anaor join viewing or discussion groups in issues and the candidates.” homes, schools, churches, etc. Eleanor Roosevelt 0 urge their locals to request newspapers to cany the study outline and nm stories. “Here at home, Education that is known as adult education, is mast important. It is National nm seMm have been requested to cany the stories over their wiw on needed by people who are going to be leaders in every community.” the days of the debates. 4 A Adult Learning

Journal

Adult Learning – SAGE

Published: Mar 1, 1993

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