Shimera Thomas - History of Adult Education

Shimera Thomas

Professor: Dr. Bo. Chang

631

February 18, 2018 

   

Shimera Thomas	Commented On Amanda Goodwin of Group 2

                    Adult education is the study of higher learning in selective institutions of learning such as college, universities, and/ or career training centers.  Adults who seek additional learning opportunities generally do to obtain a degree, certificate, and or trade which may assist them in advancing in their careers or chosen profession.  The curriculum usually includes linguistic, mathematics, and literacy support.  Adult continued education was designed to develop life learning skills and assist future students to become successful (Com, 2003).  Adults seeking less formal instruction will often choose the option of attending trade school. The differences between a general formal education and non-formal trade schools are significant. Trade schools enroll thousands of apprentices each year to prepare working men and women for various fields which could include plumbing, construction, carpentry and welding. Traditional institutions have a larger variety of course options and formats for teaching.  The formats used in traditional college classroom settings could include lecturing, peer learning, research, lab work and practicums.  Student’s progress and understanding is assessed through testing, written papers or coursework, observations and presentations. Both traditional institutions and trade schools assess their student’s development however, trade school instructors have a different focus and style of testing.  Trade instructors often test their students’ projects and products to ensure quality and the learning opportunities are very hands on. John Dewey’s philosophy on education and developing pragmatic skills helps create the connection of apprentice to skilled labors.

            John Dewey is largely known as a philosopher, psychologist, educator, and a huge advocate for education. He was very interested in figuring out how to enhance democracy within education and assist students in developing practical skills. Dewey formed most of his theories based on the learning environment and by utilizing the communities in a social setting. Dewey as a historian and teacher valued and utilized hands-on learning because he wanted to reach learners that were young adults. Dewey's philosophy of pragmatism indicates that we are obligated to experience. The scholar also expressed that peers should collaborate and must interact socially within their environment to gain knowledge.  Dewey’s theory of pragmatism composes a strong calibration and connection through informal education for young adults. I personally think there is a great correlation between Dewey’s theory and apprenticeship for these reasons. Traditional trade schools are hands-on to give the student the experience and support he or she may need prior to diving into their field. With guidance future, skilled labors in training will have to socially interact with peers and instructors to ensure their product and or project is precise. Education and the trade field before the modern day was different for apprentice and skilled labors and slowly that gap is closing.

                 In the 17^th century during colonial times, adult education was introduced and mastered in both apprenticeship and trade. Once skillful tradesmen completed the apprenticeship program they were usually compensated with room/board and meals instead of wages. Payment was given only on special occasions. The historians of apprenticeship Thomas Millard and Henry Wolcott of Windsor bound future apprentices by persuading them to enter into a contract.  The legal document was an authorized affidavit that had to be signed and dated the record provided an agreed upon flat rate of wages for the worker (The History of Apprenticeship, 2017). Men that applied for apprenticeship programs were being tricked into unusual conditions because of their needs to feed their families, pay bills, and or provide the family’s basic needs.  My personal view is that Millard and Wolcott created the 17th-century propaganda with advertising untruthful training and work opportunities. The blatant deceit of these two historians caused grief for the future skilled labors and made them unable to dissolve their legally drawn contracts and while being forced to work excessive overtime.

                 In York Country Virginia, apprentices were part of the workforce and usually, these individuals were skilled labors that were trained by professionals. Social class was used to determine if a young adult was qualified for a trade.  There were limited opportunities based on gender and race which made it difficult or impossible for certain individuals to apply (The History of Apprenticeship, 2017).  Unfortunately, young student learners from underprivileged families were still required pay the same tuition as students from higher social class families. Lower income families viewed the program as an opportunity to assist their adolescent children in becoming successful. Families would become financially secure because of the student’s ability to now support the family by sharing the economic responsibilities. Basically, parents were investing in their children futures in an effort to potentially have more income coming in the household in the future

  Young learners were encouraged to become blacksmiths, bookbinders, and cabinet makers because at that time they were in high demand. Young learners seeking a trade had to adapt to particular learning styles.  The acts of tradesmen and apprentice resemble the works of divergent and kinesthetic learners. Divergent learners are interactive and engagement learners, while kinesthetic learners have similar characteristics. Kinesthetic learners use a compound of learning sensory such as aural, visuals, and touch. Students who thrive in this learning style and are trained well can labor in the field for long periods of time without a great deal of inaccuracy because of their expertise. Performance hours for apprentice and tradesmen varied from eight to sixteen hours days depending on the season and as need. Work hours were usually longer during summer workers can move brisk and nimble without the hardship of frigid temps and snow (Willamsburg, 2018).  Similar to the final projects submitted by college students that summarizes their work for the semester, apprentices in the 1700’s would work on their projects which were called masterpieces. These pieces were foundational to completing the apprenticeship. The completed project determined if that person was a suitable fit for that profession. The end result of their “masterpiece” led to the final product being molded, created and sold to customers (The History of Apprenticeship, 2017).

       Men were not the only apprentices in the 17^th century, there were over three women traders in Williamsburg that performed duties such as sewing, knitting, baking, and spinning.  During, this century education among girls and women was not a priority and often set aside.  Young boys and men being educated were prioritized and valued over female learners. Social status again played a key role in the effort placed on supporting education for girls and or women. If the family was proven to be wealthy, then the family had the option to pay for their females to attend school. In the south, an upper-class group known as the Gentry own slaves, plantations, land, and farms with animals. More importantly, this group was considered a wealthy family and could pay for their female children’s education.  Known author and philosopher Jean-Jacques Rousseau’s wrote the novel, Emile. His novel placed great influence and bias on the status of a woman of the 17^th century that wanted to accomplish a skill, attend school and or work. Rousseau’s literature advertised consistent degrading remarks and emphasis on women. The author directly argues that women are only a charming companion and gratifying spouse that cannot compare to a male’s status quo in the world of being educated (The limits of women's education, 2015).

                   In the 17^th century, both men and women that transitioned from apprentice to skillful trader brought a shaped outline to Maslow’s theory in the hierarchy (McCleoud, 2017).

I realize with unlimited insight that the tradesmen in leadership constitute hierarchy for these reasons: there were systems put in place to reach a certain goal, there is guidance, organization, and modeling hand over hand. The 17th-century apprenticeship role describes Maslow theory without modern day training and or technology. For instance, educators of today use instruction, book manuals, meetings, and or webinars to teach their apprentices. The 17th-century program was verbal instruction, hands-on, visual examples, aural sounds to ensure the correct tool and or bolt was in the right place.  Maslow theory also indicates that the individual should progress and complete the task at hand before elevating to the next level. A strong connection appeared to endorse Maslow theory considering the 17th-century apprentice program also required steps be met prior to moving up to skilled status. When the student is ready to become a skilled worker, the trainer tests the student’s project and or product to ensure quality for the publics’ use. As personally observed I have noticed that in America we use Maslow’s research theory in both the apprenticeship programs and education system. Apprentice must enroll, train, and test before moving into the next professional title. Students must complete elementary school before entering high school and then college to obtain the desired degree and or certificate.

      In conclusion, I have learned that change has been slow in regard to how young people are taught.  Financial contracts are still used that bind student in a way that makes it hard for them to find stable ground once they’ve been trained and hands-on learning is still endorsed. A major change is that consideration is now given to individuals who fall into minority groups such as female, ethnic groups, diverse learners and low income. Money continues to control access to education just as it did in the 17^th century. As we continue to grow as a society the conversation of how to ensure equity in education for all students no matter what social class you come from is slowly being brought to the forefront.  Adult learners have unique barriers to pursuing education and finances shouldn’t be one of them.   From the beginning of time men were always place to the forefront was their family’s main providers and now the family structure has changed and both women and children are becoming providers so the need for inclusive programs has grown.  Moving forward a collaborative effort should be made to market, structure and provide programs that support individuals for various groups in pursuing apprenticeship opportunities because just like in the 1700’s being skilled in a trade can create a turning point for how a family is able to survive and move off the social ladder.

Social Background	·         Most males of any social class were able to enroll in an apprenticeship to obtain a professional job ·         17th century skilled filled trade men earn room and board through the labor of trade work ·         Wealthy family’s daughters were able to attend apprentice school ·         Students’ progress with accessed hands-on
Highlights	·         Adult education was introduced and mastered in both apprenticeship and trade ·         Informal teachings; more hands-on learning
Influential Factors	·         Dewey’s theory of pragmatism composes a strong calibration and connection through informal education ·         Maslow’s theory of hierarchy
Implications	·         Both men and women can enroll and work an apprentice position collaboratively ·         Collaborate and interact socially with the environment to gain knowledge

                             Bibliography

The limits of women's education. (2015, June 4). Retrieved February 9, 2018, from World History: https://worldhistory.biz

The History of Apprenticeship. (2017). Retrieved February 8, 2018, from Washington State Department of Labor Industries: https://www.Ini.wa.gov

Com, S. (2003). What is Adult Education. Retrieved February 8, 2018, from Study.com: Https://study.com

McCleoud, S. (2017). Maslow's Hierarchy of Needs. Retrieved February 7, 2018, from Simply Psychology: Https://simplypsychology.org

Willamsburg, C. (2018). Colonial Apprenticeship. Retrieved February 7, 2018, from Willamsburg Foundation: https://www.history.org