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a. 1:10001011V RESUME ED 178 756 CE 023 201 I. ,AUTHOi -Overly, Norman V., Ed. TITLE Lielotog/tAxming: AHuman-Agea' ia.5 INSTITUTION ,Association fcr Supervision and CurriculuM Dev?lopment, Alexandria, Va. PUB.DATE 79 NUE 4 201p.: Footnotes will not refroduce welldue to small print Eas PRICE MF01/11C09 Plus Postige. DESCRIPTORS. *Access ,to Education; American Cultpre;'Changing Attitudes;:Community Stedi: *ContinuousLearning; Curri:culum:'Deltvery 4ystems; Educaticlaal Accountability; Educational Assessment; *Educational' At-titudes;-Educational Change:Educational Disidvantagement;.Edudtational History;*Educational Objecti-yes;'gducational_Policy: EducationalPractice; Models;.00.nichs: Public.Education IDENTIFIERS *Lifelong Learning A STiiICT ./FScusin on lilong learning and its relevance and 1 portance to, Aierican education. this yearbook eixamines-goals; _ pbstacles;'and siggested apprcaches. Thefirst twrof three partsare presented in an expressippistic stylea.collageof musings, vig.tettes, and headlines-intended to raise -questionsand reflect the diversity of views in our pluralistic societyand the broader glcildal context. Part1, The SearCh fcr Goalk, iincludesfa varietyof, . observ4t4ons, anecdotes;_ etc., dealitg withthe problest)of establishing realistic-and attainable gdalsfcr a nation/a lifelong 'learners. Many seledtionsre marked Kith auSical cleff symbols signifying theyare woofere, scmetimes disturbing and scmetimes solemn, and. tweeters, sometimeshumorouyand sometimes annoying. Part 2,The Realities/The Obstacles, deals lithevents, accomplishments, failures, and prOblems that must beovercome. Tke third section. Coming to Terms, is a series ofpapers by individual authors on appapaghes to the linking ofresources for liketime learning. Topics include open education, curriculumas a human agenda, educational le,adership responsibility,the individual as culture maker, anda coMprehensive model for Tifelvng '3.arning withleaxrers, experiences, resourCese'and autheatication.asmajor components;. Appended are brief profiles of the contributing authcrs anda directory cf Association for Supervision and Curriculum Developmen*board of directors and, staft. (FP) * Reproductions- ltpplied by EDPSare the best th4t can be made * , fro; the origirAl documeat. ********************* i.****.*****#44 44' **** ? . te. Lifelong Learning a HumaR enda Prepared by the ASCE) 1979 Yearbook Committee Norman V. Overly, Chairperson and Editor Association for 'Supervision and Curricu4n Developnient 225 North Was,hington Street Alexapdria, Vir9inia 22314 u s OEPARTMENTO , HEALTH. EDUCATION E WE RE "PERMISSION ft)REPRODUCE THIS NA1IONAL.INST4T I OP MATERIAL HAS BEEN II OUCATIO141 GRANTED BY TH/5 DOCuMENTHAS SEEN REPRO- DuCED E xACTLY. AS RECEIVEU THE PERSON OR FROM ORGANIZATION ORIGIN-, AT ING ITPO?1,4 TS Of VIEW STATED DO NOT OR OP,NIONS oiiiAs: Bravid6 NE SARILY REPRE- SENT OFF iCsAL.NM ONAL INSTITUTE EDUCAT FONT pOSITI OF N OR POLICY (TO THE EDUCATIONAL f4SOURCES INFORMATIONCENTER (ERIC)." at 4fra Acknowledgments' Publication of this yearbook was the responsibilityof Ron 13randt, Executive Editor, ASCD publicatits. Elsa Angellprovided, editing and production services with. the.assistance .of NancyOlson, .Patsy Connors,. Anne Dees, Srid Gwendolyn Spells..ThecoVer and design of the vOlatne are by Linda S. Sherman,- Copyright -',) 1979 bytheAssociation for Supervision and Curriculum . pevelopmenc.. , . All rights. reserved. No part ofthis publiCationornay be reproduced or tkansmitted , in any form or by any means. electronic ormechanical, including photbcopy, recofding. or any Thformation storageand retrieval system, without .perinissiop in writing from the publisher. Vie materials printed Itercin ale tht expressionsof the writers and not. teswilyw a statenwnt.oi rliv oe Aciation. t- Stock nilmber:610-79160 78-78229 Library of Congress C.Italog Card Number:t ISBN' 0-87120-093-7 contents ForewoidDott^ald U. Frost On Approadting the 1979 YearbookNoriaan V.. Overly '1r i'ART IThe Search fin Goals. 4 PART IIThe Realities/The Obstficles /36 . PAIVF IIICorning to Terms 128 Open EducationA Comingto Terms with Uncertaint Wilma S.. Longstreet 129 ' Coining to Terms with Curriculumas a Human Agenda. "iy-ginitz SI. Macagnoni, 140 . Coming to Terms with the Individualas Culture Maker: A Pluralistic Perspective . Carlos J. 01Jando. , 152 Educational LeadershipComingto Terms with I Respons.ibilityEdna Mitchell 1.61 Cbming to Terms with Monday Morning Norman 1. averly -170 ASCD 1979 Yearbook CoMmittee Members A 187 The Authors 187 ASCD Board of Directors 191 Executive Council 1978-70 191 Board Members Elected At Large 192 link Representativesto the Board 192 ASCD Review Council 196 ASCD Headquarters Staff 196 Foreword ., . ASCI) Yearbook;are the ptoducts of dedicated, creative, hardwork- ing c5nnmittees. The members Iake a topic approved bY the executivo. council and develop it into a publication which will stimulate- the minds of its readers. With untiring and ingenious effort, ty examine what -is knownt about the topit, postulate on the unknoyn, and conclude what 'should be our task. L Past yearbook committee& are to be1 commended for' their outstanding S "*. 'work, and -fifes year's committee is no exception. After collecting and analyzing all the data, they reaffirm the concept that the hun;an being a personshould be the main focus of learning. And Since learnitig is a lifelong procesis, all societal segments should be used-is resources., 1. Wltile I initially found the impressionis.tic approch used, by the authors to be somewhat unusual, the More I read the easier it became to .fall into the rhythm of the theme and pul:e of the committee reflecti4. The interrupting and sometimes annoying but supportive tweeters alil. woofers provided rationale and reasons to, support the thrust of the book. A case is made that learning is truly a lifetime process, beginning when we are born and ending at death. Learning can be simply defined as acquiring knowledges and skills:Schools as institutions can provide acess to Itiowledge and skills learning experiences, but schools are not the .exclusive pioviders of such experiences. Theretpre, it is extremel important that all resources in society beNaked tothgeer to provide fo learning throughout one:s lifetime. As the authors haVe so aptly stated, among the goals'of education. is a quest for human fulfillment. Yet there can be no hurnan fulfillment unless there are both "societal fulfillment and self-fulfillmentY To achieve this, theurrichluin must be an Open one.. It, must dee with the uncer- tainties:offe as well as with the predictable and expected. The authors have orciiestrated the realities of society to support the rhYthm of the theme for linkinresources for lifelong learning. Now it is our turn to orchestrate realitiearound'ulto the satne tune. DONALD R. FROST, President 197 8- 9 As sociati on for Supervision . and Curriculum Deeflopment . ' iv .0 On Approaching - the I 979--YeArbook If you believe you learn beg by being involvedin the process, ifyou are intrigued by the ambiguity and complexityof our age, our profession1 our hopes and fears, this yearboo,k Was writtenwith you in mind. The commitiee believesmost readersiifl agree thatwe live in a time of much conflict and uncertainty,a time. of flagging confidence and mounting problems. Th5.search forpurpose in life as well as in education continues with little eVidence of rewolution.At the same tinstewe live in, anirtaos- phere of promise and excitement,a time of' neiv. bvakthroughs 'and' opportunity for, pesibnal alid socialfulfillment. But how are we, topro- aird?,What 4ewe to think? What are we to do? The educational community isespecially hard pressed bynew expet- tations and respOnsibilities co-upled withcalls for increased accountability ancrauthinticity of offerings. Americaneducation has always been char- acterized by a respons,ivenessto ,societal pressures in 'its search formore adequate processes. In thepresent press- for immediate answers, both society and the educational establishmentare susceptible, more than ever, ,to nostrums and schemes which promisefresh or comprehensive ways of gainin, a hold on the fast-evolvingfuture. "Lifelong learning" is the latest term for the constellation of efforisdesi to make education _I( more central to the continuing human -search'for lfillment. Yet the concept is too important to ,the quality ofour .fut to perMit it to become one more inoperative fad.For too long we have beencontent to respond to the beat 6(someone else's drum, marching alter goals forrhu- rated by others. We'cannot ignorethe sound of the drums, Tutwe must .be more than followers. Weencourage leaders to becomea part of, the search to create their own wOrld,to join in the learning,, lifelong. Any book about lifelong learningcan only hope to deal with a portion of such an 'all. encompassing'concecp. The existing literature includes 0 .specializeciF apptoaches from the persectiveof the comparative educator, internationalist, adult educator, universityadministrator, arid so on. Be- cause of the diverse interests of ASCD readership andsince it is not pos- sible witliin a few pages to probe deeplyinto the significance of lifelong. learning for all of American society, itlieYearbook Committee has chosen to follow art* expressionistic, li,terary modelthat permits a tiumber of 'voices to speak fromAilferent perspectivesas they reflect on or act out their 2 LIFELONG LEARNING: A 11/VMAN AGENDA seafch for purposeful earningin the past, present, and futtn:e:

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