Quote
"Adult education more accurately defined begins where vocational education leaves off. Its purpose is to put meaning into the whole of life."
E
Eduard C. Lindeman"Intelligence is not merely the capacity which enables us to profit by experience; it is the function of personality which gives experience its past, present and future meaning. Habits belong to existence, intelligence to living. Life becomes a creative venture in proportion to the amount and quality of intelligence which accompanies conduct."
Eduard Christian Lindeman was an American educator, notable for his pioneering contributions in adult education. He introduced many concepts of modern adult education in his book, The Meaning of Adult Education.
"Adult education more accurately defined begins where vocational education leaves off. Its purpose is to put meaning into the whole of life."
"In conventional education the student is required to adjust himself to an established curriculum; in adult education the curriculum is built around the students needs and interests."
"Too much of learning consists of vicarious substitution of some one elses experience and knowledge. Psychology is teaching us, however, that we learn what we do, and that therefore all genuine education will keep doing and thinking together."
"Education within the vicious circle becomes not a joyous enterprise but rather something to be endured because it leads to a satisfying end. But there can be no genuine joy in the end if means are irritating, painful."
"Intelligence is goodness in the sense that one cannot purposefully or positively experience the good unless conscious experimentation in the realm of values accompanies activity. Habitual goodness lacks dynamic qualities—is in fact not goodness in any real or living sense."
"Once the assumption is made that human nature is uniform, common and static—that all human beings will find meaning in identical goals, ends or aims—the standardizing process begins: teachers are trained according to orthodox and regulated methods; they teach prescribed subjects to large classes of children who must all pass the same examination; in short, if we accept the standard of uniformity, it follows that we expect, e.g., mathematics, to mean as much to one student as to another. Teaching methods which proceed from this assumption must necessarily become autocratic; if we assume that all values and meanings apply equally to all persons, we may then justify ourselves in using a forcing-method of teaching. On the other hand, if we take for granted that human nature is varied, changing and fluid, we will know that lifes meanings are conditioned by the individual. We will then entertain a new respect for personality."