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Our Philosophy: Are We Really Too Busy To Talk about What We Believe?

Our Philosophy: Are We Really Too Busy To Talk about What We Believe? PERSONA L REFLECTIONS Our Philosophy: Are We Really Too Busy To Talk about What We Believe? Our discussion started with a Probably the most beneficial tea m as we shared in this dia- referenc e to our mission state- aspect of the discussion came logue. ment . It was suggested that we whe n we were talking about how I was also reinforced in my R^ y job, like many today exist to mak e education accessi- we feel abou t our jobs. Beliefs belief that starting with an in adult education, is extremely ble to more people. Survival surface d regarding the impor- understandin g of the various varied. I ru n an extension center skills for the Information Age tanc e of education and its power philosophies of adult education is in a downtown area for a state also came up. We talked about to change lives. The staff talked a less desirable approach. I university. I manag e the facility, the changes that have taken abou t how proud they are to be agre e with those who suggest that the staff, the scheduling of the place in our field of higher edu- par t of higher education and how ther e is potential for setting up credit classes, corporate training cation. Issues like rising costs, satisfied they are with their artificial boundaries in our programs , space rentals and grad e inflation, quality standards career choices. We ended on a thinkin g if we take that route. communit y service events. My hig h note. Most of us are eclectic and start- staff and I don' t have time to ing with an examination of our Besides reinforcing the notion philosophize about adult educa- beliefs an d our practice invites a of how lucky I a m to work with tion, or do we? mor e personal response. That suc h dedicated people, this foray was certainly the case at our There was a lull in the normal into the intellectual waters of hubbub at the center so I decided Beliefs surfaced regarding meeting. philosophy taught me some new to give it a try After conducting things. I now question whether Eventually, I look forward to the importance of our regular business at a staff we are really too busy to spend sharin g the Philosophy of Adult meeting, I asked about our phi- time examining the underpin- education and its power to Education Inventory at one of losophy of adult education. ning s of our practice. Our dis- ou r staff meetings. It will be change lives. Silence. The response was blank cussion was the last 20 minutes interesting to discuss our scores stares from the two full-time and or so of our staff meeting. It was in relation to what we have one part-time employee that are simple to incorporate it into our alread y identified about what we the top-notch team that make regula r agenda. We didn' t cover believe an d how it is used in our things happen at the center. everything but we started a very practice. In any case, I was sur- though t provoking and positive I tried a differen t tact by ask- an d the impact of increased prised and delighted to find how dialogue. Encouraged by this ing more concrete questions. competition surfaced. successfully philosophizing can success, I intend to raise more Why do we do what we do? What be brought into the real world. What became apparent as we questions of this type at subse- do we believe is the purpose of progressed in our discussion, is quen t meetings. I suspec t that adult education? What do we tha t our working philosophy of believe about the adult students the next time will be even easier adul t education is eclectic. By Kathleen B. Rager we serve? The answers were very becaus e we have set such a posi- Opinions were expressed reflect- Kathleen B. Rager is Director interesting but the real surprise tive precedent. ing the behaviorist, progressive, ofWSU Downtown and for me was the reaction to this liberal an d humanistic philoso- I also think that this "philo- Contract Training Services for opportunity to discuss "our phi- phies though they were never sophical discussion" was a very Wichita State University. She losophy." Everyone really got labeled as such at our meeting. valuable and practical experience recently completed her doctor- into it! Though we have worked My coworkers believe that educa- for us as a team . We responded ate at Kansas State University together for a numbe r of years, tion should prepare individuals to the questions with everyone in Adult and Continuing the information that came out of for participation in our democra- contributin g their opinions. Education. this exchange was new and the tic society, prepare them for bet- What amazed me was that the perspective somewhat different. ter job opportunities, serve those answers came fast an d furiously. Also surprising was that after our who just love to learn and facili- My coworkers could readily somewhat shaky start, everyone tate personal growth. They did articulate their beliefs an d they ha d clear, definite an d enthusias- not see these purposes as con- obviously delighted in sharing tic opinions to offer. flicting but rather as compatible. them . We were strengthened as a A 23 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Our Philosophy: Are We Really Too Busy To Talk about What We Believe?

Adult Learning , Volume 11 (2): 1 – Mar 1, 2000

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Publisher
SAGE
Copyright
© 2000 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959901100208
Publisher site
See Article on Publisher Site

Abstract

PERSONA L REFLECTIONS Our Philosophy: Are We Really Too Busy To Talk about What We Believe? Our discussion started with a Probably the most beneficial tea m as we shared in this dia- referenc e to our mission state- aspect of the discussion came logue. ment . It was suggested that we whe n we were talking about how I was also reinforced in my R^ y job, like many today exist to mak e education accessi- we feel abou t our jobs. Beliefs belief that starting with an in adult education, is extremely ble to more people. Survival surface d regarding the impor- understandin g of the various varied. I ru n an extension center skills for the Information Age tanc e of education and its power philosophies of adult education is in a downtown area for a state also came up. We talked about to change lives. The staff talked a less desirable approach. I university. I manag e the facility, the changes that have taken abou t how proud they are to be agre e with those who suggest that the staff, the scheduling of the place in our field of higher edu- par t of higher education and how ther e is potential for setting up credit classes, corporate training cation. Issues like rising costs, satisfied they are with their artificial boundaries in our programs , space rentals and grad e inflation, quality standards career choices. We ended on a thinkin g if we take that route. communit y service events. My hig h note. Most of us are eclectic and start- staff and I don' t have time to ing with an examination of our Besides reinforcing the notion philosophize about adult educa- beliefs an d our practice invites a of how lucky I a m to work with tion, or do we? mor e personal response. That suc h dedicated people, this foray was certainly the case at our There was a lull in the normal into the intellectual waters of hubbub at the center so I decided Beliefs surfaced regarding meeting. philosophy taught me some new to give it a try After conducting things. I now question whether Eventually, I look forward to the importance of our regular business at a staff we are really too busy to spend sharin g the Philosophy of Adult meeting, I asked about our phi- time examining the underpin- education and its power to Education Inventory at one of losophy of adult education. ning s of our practice. Our dis- ou r staff meetings. It will be change lives. Silence. The response was blank cussion was the last 20 minutes interesting to discuss our scores stares from the two full-time and or so of our staff meeting. It was in relation to what we have one part-time employee that are simple to incorporate it into our alread y identified about what we the top-notch team that make regula r agenda. We didn' t cover believe an d how it is used in our things happen at the center. everything but we started a very practice. In any case, I was sur- though t provoking and positive I tried a differen t tact by ask- an d the impact of increased prised and delighted to find how dialogue. Encouraged by this ing more concrete questions. competition surfaced. successfully philosophizing can success, I intend to raise more Why do we do what we do? What be brought into the real world. What became apparent as we questions of this type at subse- do we believe is the purpose of progressed in our discussion, is quen t meetings. I suspec t that adult education? What do we tha t our working philosophy of believe about the adult students the next time will be even easier adul t education is eclectic. By Kathleen B. Rager we serve? The answers were very becaus e we have set such a posi- Opinions were expressed reflect- Kathleen B. Rager is Director interesting but the real surprise tive precedent. ing the behaviorist, progressive, ofWSU Downtown and for me was the reaction to this liberal an d humanistic philoso- I also think that this "philo- Contract Training Services for opportunity to discuss "our phi- phies though they were never sophical discussion" was a very Wichita State University. She losophy." Everyone really got labeled as such at our meeting. valuable and practical experience recently completed her doctor- into it! Though we have worked My coworkers believe that educa- for us as a team . We responded ate at Kansas State University together for a numbe r of years, tion should prepare individuals to the questions with everyone in Adult and Continuing the information that came out of for participation in our democra- contributin g their opinions. Education. this exchange was new and the tic society, prepare them for bet- What amazed me was that the perspective somewhat different. ter job opportunities, serve those answers came fast an d furiously. Also surprising was that after our who just love to learn and facili- My coworkers could readily somewhat shaky start, everyone tate personal growth. They did articulate their beliefs an d they ha d clear, definite an d enthusias- not see these purposes as con- obviously delighted in sharing tic opinions to offer. flicting but rather as compatible. them . We were strengthened as a A 23

Journal

Adult LearningSAGE

Published: Mar 1, 2000

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