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By Hayden Roberts

Starting with the speculation that grownup schooling in a sector is formed by way of its dominant social philosophy or tradition, the historical past and traits of grownup schooling in Canadian provinces, Alberta and Quebec, are contrasted.

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Extra info for Culture and Adult Education: A Study of Alberta and Quebec

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Ed. 1976. Foundations of Lifelong Education. Toronto: Pergamon Press. S. 1948. Notes Toward the Definition of Culture. London: Faber and Faber. Federal Cultural Review Committee. 1981. Speaking of Our Culture. Ottawa: Federal Cultural Review Committee. Government of Canada. 1970. British North America Act: Revised Statutes of Canada. Ottawa: Queen's Printer. International Commission on the Development of Education. 1972. Learning to Be. Paris: UNESCO Press. L. and Kluckholm, C. 1952. Culture.

Earlier references to counter-cultural development indicate an assumption that somewhere in the range of adult education activities there may be some that at least question the goals and structures imposed by political and other orders. One of the features that adult educationists claim distinguishes adult education from education in the earlier years is a sense of independence, maturity, and questioning on the part of adult learners. Despite this assumption, however, it seems excessively audacious to claim that adult education is not influenced by the dominant social and political ideas and structures of the society in which it takes place.

A wide range of instructional programs. (Quebec Government, 1975-76:511) This, again, as in the case of Alberta, corresponds nearly enough to the scope and intention of the UNESCO definition of adult education, but again with a qualification, that adult education appertains to those who have left the formal, full-time education system. It excludes that increasing number of adults who are defined as full-time students in institutions of post-secondary education. The annual report of the Ministry of Education, 1976, does not express this qualification, in stating the objectives of adult education as being "to assure to all adults in Quebec, conditions which permit them to expand in respect of their economic, social and cultural future, and to participate actively in guiding and developing Quebec society" (Ministere de PEducation, 1976:69).

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