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JACE: Editorial

In this issue of JACE we present a set of articles that illustrate the diversity of work that is being undertaken internationally under the banner of adult and continuing education. Olen Gunnlaugson’s article is about dialogue and the ways in which it is understood. In considering distinctions between a particular theory, Scharmer’s generative dialogue theory, and conventional perspectives of dialogue, he suggests that generative dialogue can support transformative learning processes within collaborative learning contexts in adult and continuing education. John Bamber’s small-scale and long-term 10-year study of working-class students in higher education also focuses on the classroom, in this case within the context of widening participation. He argues that ‘active engagement in the teaching and learning process is more likely to occur when course content, tasks, activities, and vehicles for assessment systematically encourage and support meta-learning’.

Two pieces from Africa illustrate quite different issues. Firstly Akpovire Oduaran, and Kolawole Kazeem explore the extent to which Education for All (EFA) has been actualised in Nigeria through polices of Universal Basic Education (UBE). They suggest that a focus on primary education has been to the detriment of adult education and that a review of policy is required. Elsewhere in Africa, Subrahmanya Murthy, an expert assigned to the Eritrean government considers in some detail how information and communications technologies can potentially be used to combat poverty reduction and lead to educational transformation in non-formal education. The challenges as readers will note are great, though the author provides some optimism for the future.

Mach Hines re-introduces to us a concept that seems almost forgotten in some circles and one which are keen the subject of critical debates over the years, that of andragogy. Acknowledging the debates around the validity of the distinctions between pedagogy and pedagogy, he uses an instrument that measures the preferences of men and women within school leadership (principal preparation) programs for ‘pedagogical’ or andragogical approaches. Implications of the results of the study for teaching are discussed.

Hazel Christie and Moira Dunworth’s article is also concerned with professional development. It focuses on the experience of one student who gained a qualification in Social Work against the odds. Whilst the authors do not argue for the transferability of findings, this detailed illustrative account may provide illumination for others in similar positions. A philosopher completes this issue. Keith Hammond provides for us a review of the ideas of Alasdair MacIntyre. This quotation from MacIntyre gives a flavour of the article:

To be enlightened is to be able to think for oneself; but it is a familiar truth that one can only think for oneself if one does not think by oneself…
MacIntyre (1987, p 24).

References
MacIntyre, A (1987) ‘The idea of an educated public’, in Education and Values. London: Institute of Education.