Report Re S Umes Ed 011 993 Ac 000 533 Adult Education and Television, a Comparative Study in Canada, Czechoslovakia, and Japan
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REPORT RE S UMES ED 011 993 AC 000 533 ADULT EDUCATION AND TELEVISION, A COMPARATIVE STUDY IN CANADA, CZECHOSLOVAKIA, AND JAPAN. BY- GROOMDRIDGE, BRIAN AN) OTHERS NATIONAL INST. OF ADULT EDUCATION, LONDON (ENGLAND UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULT.ORG PUB DATE SEP 66 EDRS PRICE MF40.27 HC -$5.68 14EP. DESCRIPTORS- *EDUCATIONAL TELEVISION, *COMPARATIVE ANALYSIS, *ADULT EDUCATION, *PROGRAM DEVELOPMENT, TELECOURSES, SURVEYS, PRODUCTION TECHNIQUES, INTERAGENCY COOPERATION, CREDITS, NONCREDIT COURSES, UNIVERSITY EXTENSION, HEALTH EDUCATION, BROADCAST INDUSTRY, LEADERSHIP TRAINING, ADULT CHARACTERISTICS, TELEVISION VIEWING, CORRESPONDENCE COURSES, GROUP DISCUSSION, FEMALES, AUDIENCE PARTICIPATION, FARM RADIO FORUM, CITIZENS FORUM, CANADA, CZECHOSLOVAKIA, JAPAN, CANADIAN BROADCASTING CORPORATION, LONDON, ENGLAND, PARIS, FRANCE STUDIES ON THE EDUCATIONAL USES AND POTENTIAL OF TELEVISION IN CANADA, CZECHOSLOVAKIA, AND 4iPAN OUTLINE AND DISCUSS (1) THE SOCIAL AND EDUCATIONAL CONTEXT OF ETV IN EACH NATION,(2) KINDS OF PROGRAMS AND THEIR PURPOSES, (3) EXPLOITATION OF ETV BY ADULTS,(4) RESEARCH ON AUDIENCE CHARACTERISTICS AND NEEDS, AND (5) FORMS OF COOPERATION BETWEEN TELEVTSION BROADCASTERS ANO ADULT EDUCATION. THE CANADIAN REPORT STRESSES (1) COOPERATION WITH UNIVERSITIES, EDUCATORS, AND ADULT EDUCATION ORGANIZATIONS,(2) CANADIAN BROADCASTING CORPORATION (CDC) OBJECTIVES (FOP EXAMPLE, GREATER UNDERSTANDING BETWEEN FRENCH AND ENGLISH CANADIANS), (3) PROGRAM PRODUCTION AND SCHEDULING,(4) STAFF TRAINING, (5) THE IMPACT OF TELEVISION ON THE "FARM FORUM" AND "CITIZENS FORUM" SERIES, AND (6) RESEARCH AND PLANNING NEEDS. THE CZECHOSLOVAKIA REPORT EMPHASIZES (1) INVESTIGATION OF AUDIENCE VIEWING PATTERNS AND REACTIONS, (2) EFFECTIVE PLANNING, PRODUCTION, AND SCHEDULING, AND (3) COOPERATION WITH OTHER EDUCATIONAL BODIES IN ADVISORY, CREATIVE, AND STAFF - TRAINING ACTIVITIES. THE JAPANESE REPORT SEEKS TO RELATE ADULT EDUCATION AND TELEVISION TO SOCIAL NEEDS THROUGH FORMAL AND INFORMAL COURSES (CORRESPONDENCE AND WOMEN'S EDUCATION, FOR EXAMPLE), GENERAL CULTURAL AND INFORMATIONAL BROADCASTING, SUITABLE PRODUCTION METHODS, AND SPECIFIC LEADERSHIP TRAINING TECHNIQUES. CASE STUDIES ARE GIVEN ON (1) THE CSC SERIES, "FOUR PHILOSOPHERS" (CANADA),(2) HEALTH EDUCATION (CZECHOSLOVAKIA), AND (3) WOMEN'S CLASSES (JAPAN). THE DOCUMENT INCLUDES THE EDITOR'S COMMENTARY, FOUR TABLES AND 71 REFERENCES. IT IS ALSO AVAILABLE FROM THE NATIONAL INSTITUTE OF ADULT EDUCATION, LONDON, ENGLAND, FOR $4.50. (LY) AIR ) P." _VP .Mlbt ma a ememe.. F.` t I , rig : 1, ) 4. 1 , 4 ft A 1. It lb t 1Jy11 SCCY Adult education and television Adult education and television a comparative study in Canada Lewis Miller Czechoslovakia Ctibor Tahy Japan Kanji Hatano Edited and with a commentary by Brian Groombridge U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. National Institute of Adult Education England and Wales in collaboration with UNESCO London September 1966 1111111Wiliffmswis AwitemsmomMININININIMOMOMMINIMININIO The authors Canada LEWIS MILLER Director of Extension and Associate Professor of Philosophy Scarborough College, University of Toronto Czechoslovakia CTIBOR TAHY Chief of Research and Documentation National Institute of Adult Education, Bratislava Yapan KANJI HATANO Professor of Educational Psychology and Audio-Visual Education Ochanomizu University, Tokyo Edited and with a commentary by BRIAN GROOMBRIDGE Deputy Secretary National Institute of Adult Education, England and Wales 414411614440011011110100100.11111111 Editor's acknowledgments It is sometimes hard enough for an editor to achieve coherent and punctual co-operation from contributors who all live in one country and write the same language; but this exercise in international collaboration, though it could have been even more hazardous, has been a pleasure, almost wholly free from anxiety. I cannot thank all those who, in four different countries, have helped with the work, but I would like to express thanks particularly to those who have made my own task so much easier: to members of Unesco's secretariat concerned with the project, for their cmstant support and encouragement; to Edward Hutchinson, for the inspiration of his own unforced internationalism and hiF, grasp on the central issues with which this book deals; and, more directly, of course, to my collaborators, not only for teaching me so much that was 'law to me but for their enthusiasm and patience. From first draft to publication, I have had the invaluable and mostly super erogatory administrative assistance of Sally Carter, and I am most grateful to her. My greatest debt is to my wife, Joy Samuel, who once again has given me considerable help with the actual editing itself. I hope that our labours will further Unesco's purpose and increase awareness of what television can do for the education of adults in many countries besides the three featured here. Brian Groombridge London, England, 1966 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH ME U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE ME ERIC SYSTEM REQUIRES PERMISSION OF ME COPYRIGHT OWNER." Designed by Harold Barnum Printed it. England by The Campfield Press, St. Albans 0 UNESCO 1966 Contents 9 PREFACE II PLACES INTRODUCTORY:THEMES AND CANADA 14k I A varietyof uses 27 programmes IIEducational television 35 III Community useof broadcasting 40 IV Planningand production 48 V Problemsand possibilities CZECHuSLOVAKIA 55 IIntror teflon 59 II The programmesdescribed 69 III Some patternsof viewing 76 IV Methods of contact 83 V Further prospects JAPAN 85 ISocial educationand broadcasting 89 II The programmesdescribed 95 III The receptionend 102 IV Aspects ofproduction 107 V Training forleaders 112 VI Problemsand prospects STUDIES IN DETAIL 115 ICanada: The problemsof a producer 117 IICzechoslovakia: Heattheducation 122 IIIJapan: The women'sclass 128 COMMENTARY 142 BOOK LIST Preface The possibilities of television, itsfascination for the minds of men, its effective roleas an impartial instrument of truth, have been extensively explored and demonstrated. The individualappears on the screen stripped as it were of all pretence and dissimulation before theeyes of millions of spectators. His thoughts and feelings are betrayed by hisevery expression. On the other hand engineers andexperts in human psychology who seek to advance a political or commercialcause can distort its use by bending it to serve their own purposes. Countless examples exist of such distortion. Tele- vision, far more than the press and radio, lends itselfto being shaped to serve any end. It can be enlisted in the promotion of freedom, because itcan encourage a desire for exact knowledge and true culturejustas easily as it can be used for domination by providing viewers with infantile pastimes. Educators were at the outset inclinedto be sceptical, thinking more of the dangers inherent in this form of mass communication. Mindfulalready of the diminishing amount of time spenton studies, they foresaw a dispersal of interests and the consequent fragrytentatm of impressions,aggravated by the inanity, the violence and the perversion which characterizemany television programmes. But these reservations were unavoidably cast aside: television played too large a role in man's daily life. Clearlytelevision had to be taken into partnership and its power harnessed for thepurposes of information and leisure-time amusement, and if possible, for theeducation e adults and children. Unesco quickly saw the potential of televisionas a medium of communi- cation and education and undertook its extensiveinvestigation. The result was a series of experiments, studies and publications. One example of its activities was the French tele-club experiment conductedunder the auspices of Unesco and which subsequently becamethe subject of a monograph. In addition, various studies were published suchas Rural Television in Japan (1961) and Television Teaching Today (1963). The present study, expressly dealing with televisionand adult Education, edited and with a commentary by Brian Groombridge(United Kingdom), arrives at an opportune moment. The time fortheorising has passed and something cow, must now emerge with a foundation of data based on experiment ande .,eerience. While the three countries chosen for this study (Canada,Czechoslovakia and Japan) differ in many respectshistory, culture, ideologytheyresemble each other in that they are all industrialised countries.Moreover, they share enough characteristics for it to be possible and valuableto review what each in turn has achieved through television. Of thethree contributors, two,, Ctibor Tahy (Czechoslovakia) and Kanji Hatano (Japan)are educators. Lewis Miller (Canada) was a programme organiser withthe Canadian National Broadcasting Company from 1957 to 196.Both the technical and pedagogical aspects are thus represented. The rear T will find in their studies many examples which illustrate the diverse r tentialities of this relatively new instrument, together with new ideas and practical suggestions. Further, the method chmen for examining the uses arc' possibilities of television in the three countries irvites a comparison which s in itself instructive. Mr Groombriclge is particularly well go