Cyril O. Houle

professional education For educators of adults

Woodrow Wilson, while still a young professor of government, wrote a classic statement defining the study of public administration. He began by saying: I suppose that no practical science is ever studied where there is no need to know it. The very fact, therefore, that the eminently practical science of administration is finding its way into college courses in this country would prove that this country needs to know more about administration, were such proof of the fact required to make out a case.*

Women and Adult Education

opportunities to which they might have access. In the discussions of Socrates in the market place, in the school of Plato, and in the Lyceum of Aristotle, women had no place because it was thought that their role should be a submerged and limited one. Apparently for the same reason, the disciples of the great religious leaders were all men. Women were essential to society, but it was almost equally essential that they perform a domestic role. If they were to be educated, it was always in order that they might discharge such duties more effectively. An earnest volume which had some

Who Stays-and Why?

intellectual reasons, with respect to their academic endeavors, rather than by materialistic considerations; their occupational goals appear realistic when compared with their academic success, as determined by college grades. A majority of the students (69%) favor counseling in a college extension program and a minority of the sample had received the benefit of such professional counseling, prior to enrolling. The students stated educators (47%) are responsible for counseling the adult population. Actually, 31% saw this as a college responsibility and 16% indicated this obligation fell to the secondary school counselor. A negligible percentage (~°/ ) of the respondents changed their original attitudes or goals in the follow-up survey. Inquiries to: Robert .f~. Magoon, Direc-

Ends and Means in Adult Education Research

we bring all our special viewpoints into any investigation of the educational life of adults. We may as well accept this fact. Any research which is worth undertaking flows from the concerns and the absorptions of the investigator. It takes the drive and energy of a fascinated and highly personal interest to move forward on a new frontier and to persist until it has been conquered. But there is such a thing as letting our concerns guide us too narrowly. A slightly refurbished old story will make the point. One resident of St. Louis recently met another by chance on the streets of Nairobi. &dquo;How in the world

The Doctorate in Adult Education 1961

recognized that despite the fact that more than two years had been spent in clarifying definitions, identifying individuals, and establishing the validity of degrees, there were almost certainly errors of omission that would not come to light until a nationwide publication of the first results brought the matter clearly to the attention of everyone concerned. Such has proved to be the case, and the present article, the second in what is expected to be a continuing series, will not only report on the number of degrees awarded in 1961 but will also present a revised version of the tables included in last year’s account. The major change in this year’s listings reflects the inclusion of the graduates of the program of extension education at Cornell, which was earlier omitted because adequate information was not available. While it

Education For Adult Leadership

the tradition of change The deepest tradition in American life is the tradition of change. In earlier days, when a trackless continent spread out before our fathers, the change was chiefly geographical. As men and women went westward, they took with them the patterns with which they already were familiar. The changes of the frontier were countless and subtle, but the central values and ways of life were, as they had been in the East, those of rural, agricultural society. The education provided in childhood, simple and primitive though it might be, served reasonably well through a whole lifetime, particularly since a youth of 20 could only expect to live for about 35 more years. The movement of population is still

Out of the in-Basket

&dquo;The Need for Theory in Adult Education. By John B. Schwertman. School and Society, Vol. 77, No. 2010. June 27, 1953. Reprinted and distributed by the Center for the Study of Liberal Education for Adults, 940 E. 58th St., Chicago 37, Ill. Free. &dquo;Education for Adults.&dquo; By William Brickman. School and Society, Vol. 78, No. 2019. October 31, 1953. 1834 Broadway, New York 23, N. Y., Single Copy, 30~. A survey and evaluation of contributions to the literature of adult education that have been made in the last six