- Email: [email protected]
Lifelong Learning: riding the tiger
180
Book reviews / International Journal of Educational Development 21 (2001) 179–191
lation data that are relatively dated, and the analysis and discussion appear to cover the period only up to the early 1990s. Nevertheless, a single message comes across clearly throughout the book: the struggle for quality and equality in Third World education is far from over. Jason Tan National Institute of Education, 469 Bukit Timah Road, Singapore 259756, Singapore E-mail address: [email protected] PII: S 0 7 3 8 - 0 5 9 3 ( 0 0 ) 0 0 0 4 4 - 4
Lifelong Learning: riding the tiger J. Smith and A. Spurling; Cassell, London, 1999, 242 pages, ISBN 0 304 70587 X, no price given Adult Learning: a reader P. Sutherland (Ed.); Kogan Page, London, 1997, 208 pages, (hbk), 1998 (pbk), ISBN 0 7494 2795 7 (pbk), no price given The Theory and Practice of Learning P. Jarvis, J. Holford and C. Griffin; Kogan Page, London, 1998, 165 pages, ISBN 0 7494 2497 4, no price given The Theory and Practice of Transformative Learning: a critical review Edward W. Taylor; ERIC, Ohio State University, Columbus, Ohio 1999, 85 pages, no ISBN given, $9.75
Adult learning is an area of major interest today. With international and other agencies promoting vigorously the new orthodoxy of ‘lifelong learning’ and building a ‘learning society’ through ‘learning organisations’, it behoves us to understand more about how adults learn. But learning (as two in this clutch of books reveal) is a contested field, and at the moment conclusions are contingent. Lifelong Learning is the weakest of these books.
It is based on what many (perhaps most) writers about adult learning regard as two major problems. First, the concept of learning. The book starts off by identifying various forms of learning, formal and informal, intentional and unintentional; but then it goes on to speak of ‘learning providers’ (“those given responsibility to manage the intentional learning” p. 5). Then, like others who discuss lifelong learning, the authors talk about creating time and space for learning, about people “rejecting the idea of learning” (p. 105), about “if people are to become lifelong learners” (p. 91). ‘Learning’ in these cases means something specific, something which needs to be promoted, something which is not done naturally, something which some people do not engage in and are reluctant to do for themselves—despite the fact that by their own initial definition, there can be no ‘nonlearners’. It would seem that in many parts of the book, the word ‘learning’ really means ‘planned learning opportunities’(so that we can talk about ‘providers of learning opportunities’ rather than ‘providers of learning’ which is nonsense), and the term ‘learner’ means ‘participant in planned learning opportunities’ (so that it is possible to talk of ‘non-participants’ rather than ‘non-learners’). Read with these definitions, the book makes more sense. And secondly, the book adopts a ‘banking’ notion of learning/education: to give just one example, “there is a stock of knowledge and skills stored by each individual and by extension by each learning organisation”; this stock can be added to and passed on, it can decay and be destroyed (p. 7). There is no concept here of a constructivist view of knowledge, no idea of transformative learning, no reference to Freire et al; although Kolb is mentioned, no attempt is made to reconcile critical reflection on experience with their view of the transmission of knowledge and skills. A confusing book. Adult Learning, a Reader avoids most of these faults, although there is one essay spoiled by the same confusion as the Lifelong Learning book. This is an important book of essays, useful to students and teachers alike. It recognises learning as an activity which everybody does, and looks at the process from many contrasting points of view. It is particularly strong on the psychology
Book reviews / International Journal of Educational Development 21 (2001) 179–191
of adult learning, but it does not shy away from each essay arguing its corner clearly and pungently. Contrasting viewpoints are presented, and the readers are encouraged to make up their own minds. There is no attempt to form a consensus or an amalgam. One of the most striking features of this collection, despite the often contradictory views expressed in it, is its coherence. It reads with a sense of common purpose which makes it a pleasure to use (the first, useful, essay by Mezirow is the only one which does not ‘fit’ in style or tone). Its main focus (after an introductory section on the natural learning process) is on adult students’ learning in formal settings (especially higher education but also the workplace). However, it lacks a clear discussion of social learning theories and women’s ways of knowing (both are mentioned very briefly); and the index is poor, for example, no listing of ‘intelligences’, despite several useful mentions in the text. If this book is to be of most use to students and teachers, they need to be helped more. The Theory and Practice of Learning makes its position clear: “Learning, like breathing, is among the most basic of human activities. It is the process through which we become the human beings we are, and by which we internalize the external world and construct our experiences”.. (p. vii). For these authors, there can be no such person as a ‘non-learner’. The book is mainly aimed at adult learning, but it takes a wider canvas, at least at the beginning. It looks at current debates about learning, at four of the most important theories of learning (behaviourist, cognitive, social learning and experiential—interesting that it places Mezirow’s work in the cognitive field rather than in the experiential). Constructivist learning is not dealt with as a theme on its own, only as part of experiential learning; and, surprise surprise, only one mention of Habermas. It then looks at processes and contexts of structured learning opportunities (including selfdirected learning—it points out the view that selfdirected learning sent adult educators down the wrong road for many years). The book is written simply, with many subheadings. It is clearly intended as a student text-
181
book. But each section is very brief, often too short to be useful. For example, its chapter on Culture and Learning deals with two topics only, women’s learning (entirely Gilligan and Belenky, although these works are now challenged; the works of Lorraine Code might have been more useful) and a very brief but very revealing description of some work on Chinese learning. The book is a useful starting point but it does tend to present conclusions as uncontested, more of a sermon than an introduction to highly debatable issues. And the bibliography, although large, omits many of the more significant writers such as Cranton, Welton and Marton. And that brings me to Transformative Learning. If you or your library can only obtain one of these books, let it be this (despite the lack of an ISBN). In a short book, it takes Mezirow’s views on transformative learning (that ‘uniquely adult form of learning’, as Mezirow asserts) and subjects it to critical analysis. Beautifully written, you will learn more about adult learning here than in all the other three books combined. And you will move from assertion to debate. Different viewpoints are presented including the work of Boyd and Freire. The author even critiques his own writing with Reflective Notes. The book starts by presenting three views of transformative learning. He then discusses six issues including individual versus social transformation; decontextualised and contextualised learning; universal adult learning theories; adult development (is it progress?); rationality; and other ways of knowing (no mention of women’s ways of knowing—but then all these books are weak on that issue, which says something about the writers). The book then turns to transformative pedagogy, looking at five conditions for fostering transformative learning. There are three bibliographies, one in sections, the second with notes attached. A gem of a book which every student should read and study and try to make up their own minds about. For they will learn, not orthodoxies but debates; they will practise critical reflection which the other books talk about but don’t practise. But when will male writers take feminist writing about learning seriously?
182
Book reviews / International Journal of Educational Development 21 (2001) 179–191
Alan Rogers School of Continuing Education, University of Nottingham, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB, UK E-mail address: [email protected] PII: S 0 7 3 8 - 0 5 9 3 ( 0 0 ) 0 0 0 7 0 - 5
Higher Education in Cambodia: The Social and Educational Context for Reconstruction David Sloper (Ed.); UNESCO Principal Regional Office for Asia and the Pacific, Bangkok, 1999, x + 339 pages, Price US$20, ISBN 974-680-165-1 This groundbreaking book presents a wealth of information about the reconstruction of higher education in Cambodia after the ravages of the Khmer Rouge years. It aims to provide a baseline of data to aid national and international programmes for social reconstruction. None of the various chapter authors are Cambodians, a fact that the editor explains as a consequence of the need to protect individuals’ careers and families within a politically volatile context. The book is divided into four sections. The first of these consists of five chapters providing important background information on the Cambodian education system, socio-economic development in Cambodia, as well as an overview of key issues in Cambodian higher education. Particularly revealing is Ayres’ chapter detailing how educational policymaking continues to be characterised by “overt political interference, the pursuit of form over substance, and a lack of respect for planning processes and technical advice” (p. 52). The two chapters by McNamara highlight the lack of education legislation and effective coordinating mechanisms in higher education, as well as declining government financial commitment amid escalating needs. The five chapters in the second section deal with recent foreign donor initiatives in higher education. Cuenin provides detailed information about French government assistance to six higher education institutions. Coyne’s focus is on a Bachelor of Education (TEFL) programme at the Royal Uni-
versity of Phnom Penh that received support from the Australian Agency for International Development. Hebert examines twinning relationships in law and management established between the Royal University of Phnom Penh and two universities in the United States. The next chapter describes a UNESCO/UNDP staff development and training project that targeted staff in the Ministry of Education, Youth and Sport, while the final chapter in this section discusses a project in technical and vocational education and training. Chapters eleven through fourteen constitute the third section. They centre on the processes that were involved in the initiation and implementation of the National Higher Education Action Plan. The authors of these chapters had first-hand involvement in one or more aspects of this plan between 1995 and 1997. The plan was drawn up in the wake of an Australian Agency for International Development-World Bank reconnaissance mission in March 1995. Unfortunately, political turmoil erupted just after the National Higher Education Task Force had submitted the Action Plan to the Council of Ministers. At the time of writing, there were still no signs that the plan was anywhere close to receiving government approval. The book ends with a short epilogue summarising several lingering effects of the Action Plan. The editor reminds readers that pressure for higher education reform will continue to grow as a result of growing social demand as well as demands from external donors for a comprehensive strategic plan. I strongly recommend this book for individuals interested in the reconstruction of higher education in societies such as Cambodia. Besides providing comprehensive information and data relating to the education system and policymaking environment, the various chapters are cross-referenced, thus adding an overall coherence to the book. Jason Tan National Institute of Education, 469 Bukit Timah Road, Singapore 259756, Singapore E-mail address: [email protected] PII: S 0 7 3 8 - 0 5 9 3 ( 0 0 ) 0 0 0 4 5 - 6
Book reviews / International Journal of Educational Development 21 (2001) 179–191
lation data that are relatively dated, and the analysis and discussion appear to cover the period only up to the early 1990s. Nevertheless, a single message comes across clearly throughout the book: the struggle for quality and equality in Third World education is far from over. Jason Tan National Institute of Education, 469 Bukit Timah Road, Singapore 259756, Singapore E-mail address: [email protected] PII: S 0 7 3 8 - 0 5 9 3 ( 0 0 ) 0 0 0 4 4 - 4
Lifelong Learning: riding the tiger J. Smith and A. Spurling; Cassell, London, 1999, 242 pages, ISBN 0 304 70587 X, no price given Adult Learning: a reader P. Sutherland (Ed.); Kogan Page, London, 1997, 208 pages, (hbk), 1998 (pbk), ISBN 0 7494 2795 7 (pbk), no price given The Theory and Practice of Learning P. Jarvis, J. Holford and C. Griffin; Kogan Page, London, 1998, 165 pages, ISBN 0 7494 2497 4, no price given The Theory and Practice of Transformative Learning: a critical review Edward W. Taylor; ERIC, Ohio State University, Columbus, Ohio 1999, 85 pages, no ISBN given, $9.75
Adult learning is an area of major interest today. With international and other agencies promoting vigorously the new orthodoxy of ‘lifelong learning’ and building a ‘learning society’ through ‘learning organisations’, it behoves us to understand more about how adults learn. But learning (as two in this clutch of books reveal) is a contested field, and at the moment conclusions are contingent. Lifelong Learning is the weakest of these books.
It is based on what many (perhaps most) writers about adult learning regard as two major problems. First, the concept of learning. The book starts off by identifying various forms of learning, formal and informal, intentional and unintentional; but then it goes on to speak of ‘learning providers’ (“those given responsibility to manage the intentional learning” p. 5). Then, like others who discuss lifelong learning, the authors talk about creating time and space for learning, about people “rejecting the idea of learning” (p. 105), about “if people are to become lifelong learners” (p. 91). ‘Learning’ in these cases means something specific, something which needs to be promoted, something which is not done naturally, something which some people do not engage in and are reluctant to do for themselves—despite the fact that by their own initial definition, there can be no ‘nonlearners’. It would seem that in many parts of the book, the word ‘learning’ really means ‘planned learning opportunities’(so that we can talk about ‘providers of learning opportunities’ rather than ‘providers of learning’ which is nonsense), and the term ‘learner’ means ‘participant in planned learning opportunities’ (so that it is possible to talk of ‘non-participants’ rather than ‘non-learners’). Read with these definitions, the book makes more sense. And secondly, the book adopts a ‘banking’ notion of learning/education: to give just one example, “there is a stock of knowledge and skills stored by each individual and by extension by each learning organisation”; this stock can be added to and passed on, it can decay and be destroyed (p. 7). There is no concept here of a constructivist view of knowledge, no idea of transformative learning, no reference to Freire et al; although Kolb is mentioned, no attempt is made to reconcile critical reflection on experience with their view of the transmission of knowledge and skills. A confusing book. Adult Learning, a Reader avoids most of these faults, although there is one essay spoiled by the same confusion as the Lifelong Learning book. This is an important book of essays, useful to students and teachers alike. It recognises learning as an activity which everybody does, and looks at the process from many contrasting points of view. It is particularly strong on the psychology
Book reviews / International Journal of Educational Development 21 (2001) 179–191
of adult learning, but it does not shy away from each essay arguing its corner clearly and pungently. Contrasting viewpoints are presented, and the readers are encouraged to make up their own minds. There is no attempt to form a consensus or an amalgam. One of the most striking features of this collection, despite the often contradictory views expressed in it, is its coherence. It reads with a sense of common purpose which makes it a pleasure to use (the first, useful, essay by Mezirow is the only one which does not ‘fit’ in style or tone). Its main focus (after an introductory section on the natural learning process) is on adult students’ learning in formal settings (especially higher education but also the workplace). However, it lacks a clear discussion of social learning theories and women’s ways of knowing (both are mentioned very briefly); and the index is poor, for example, no listing of ‘intelligences’, despite several useful mentions in the text. If this book is to be of most use to students and teachers, they need to be helped more. The Theory and Practice of Learning makes its position clear: “Learning, like breathing, is among the most basic of human activities. It is the process through which we become the human beings we are, and by which we internalize the external world and construct our experiences”.. (p. vii). For these authors, there can be no such person as a ‘non-learner’. The book is mainly aimed at adult learning, but it takes a wider canvas, at least at the beginning. It looks at current debates about learning, at four of the most important theories of learning (behaviourist, cognitive, social learning and experiential—interesting that it places Mezirow’s work in the cognitive field rather than in the experiential). Constructivist learning is not dealt with as a theme on its own, only as part of experiential learning; and, surprise surprise, only one mention of Habermas. It then looks at processes and contexts of structured learning opportunities (including selfdirected learning—it points out the view that selfdirected learning sent adult educators down the wrong road for many years). The book is written simply, with many subheadings. It is clearly intended as a student text-
181
book. But each section is very brief, often too short to be useful. For example, its chapter on Culture and Learning deals with two topics only, women’s learning (entirely Gilligan and Belenky, although these works are now challenged; the works of Lorraine Code might have been more useful) and a very brief but very revealing description of some work on Chinese learning. The book is a useful starting point but it does tend to present conclusions as uncontested, more of a sermon than an introduction to highly debatable issues. And the bibliography, although large, omits many of the more significant writers such as Cranton, Welton and Marton. And that brings me to Transformative Learning. If you or your library can only obtain one of these books, let it be this (despite the lack of an ISBN). In a short book, it takes Mezirow’s views on transformative learning (that ‘uniquely adult form of learning’, as Mezirow asserts) and subjects it to critical analysis. Beautifully written, you will learn more about adult learning here than in all the other three books combined. And you will move from assertion to debate. Different viewpoints are presented including the work of Boyd and Freire. The author even critiques his own writing with Reflective Notes. The book starts by presenting three views of transformative learning. He then discusses six issues including individual versus social transformation; decontextualised and contextualised learning; universal adult learning theories; adult development (is it progress?); rationality; and other ways of knowing (no mention of women’s ways of knowing—but then all these books are weak on that issue, which says something about the writers). The book then turns to transformative pedagogy, looking at five conditions for fostering transformative learning. There are three bibliographies, one in sections, the second with notes attached. A gem of a book which every student should read and study and try to make up their own minds about. For they will learn, not orthodoxies but debates; they will practise critical reflection which the other books talk about but don’t practise. But when will male writers take feminist writing about learning seriously?
182
Book reviews / International Journal of Educational Development 21 (2001) 179–191
Alan Rogers School of Continuing Education, University of Nottingham, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB, UK E-mail address: [email protected] PII: S 0 7 3 8 - 0 5 9 3 ( 0 0 ) 0 0 0 7 0 - 5
Higher Education in Cambodia: The Social and Educational Context for Reconstruction David Sloper (Ed.); UNESCO Principal Regional Office for Asia and the Pacific, Bangkok, 1999, x + 339 pages, Price US$20, ISBN 974-680-165-1 This groundbreaking book presents a wealth of information about the reconstruction of higher education in Cambodia after the ravages of the Khmer Rouge years. It aims to provide a baseline of data to aid national and international programmes for social reconstruction. None of the various chapter authors are Cambodians, a fact that the editor explains as a consequence of the need to protect individuals’ careers and families within a politically volatile context. The book is divided into four sections. The first of these consists of five chapters providing important background information on the Cambodian education system, socio-economic development in Cambodia, as well as an overview of key issues in Cambodian higher education. Particularly revealing is Ayres’ chapter detailing how educational policymaking continues to be characterised by “overt political interference, the pursuit of form over substance, and a lack of respect for planning processes and technical advice” (p. 52). The two chapters by McNamara highlight the lack of education legislation and effective coordinating mechanisms in higher education, as well as declining government financial commitment amid escalating needs. The five chapters in the second section deal with recent foreign donor initiatives in higher education. Cuenin provides detailed information about French government assistance to six higher education institutions. Coyne’s focus is on a Bachelor of Education (TEFL) programme at the Royal Uni-
versity of Phnom Penh that received support from the Australian Agency for International Development. Hebert examines twinning relationships in law and management established between the Royal University of Phnom Penh and two universities in the United States. The next chapter describes a UNESCO/UNDP staff development and training project that targeted staff in the Ministry of Education, Youth and Sport, while the final chapter in this section discusses a project in technical and vocational education and training. Chapters eleven through fourteen constitute the third section. They centre on the processes that were involved in the initiation and implementation of the National Higher Education Action Plan. The authors of these chapters had first-hand involvement in one or more aspects of this plan between 1995 and 1997. The plan was drawn up in the wake of an Australian Agency for International Development-World Bank reconnaissance mission in March 1995. Unfortunately, political turmoil erupted just after the National Higher Education Task Force had submitted the Action Plan to the Council of Ministers. At the time of writing, there were still no signs that the plan was anywhere close to receiving government approval. The book ends with a short epilogue summarising several lingering effects of the Action Plan. The editor reminds readers that pressure for higher education reform will continue to grow as a result of growing social demand as well as demands from external donors for a comprehensive strategic plan. I strongly recommend this book for individuals interested in the reconstruction of higher education in societies such as Cambodia. Besides providing comprehensive information and data relating to the education system and policymaking environment, the various chapters are cross-referenced, thus adding an overall coherence to the book. Jason Tan National Institute of Education, 469 Bukit Timah Road, Singapore 259756, Singapore E-mail address: [email protected] PII: S 0 7 3 8 - 0 5 9 3 ( 0 0 ) 0 0 0 4 5 - 6